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  • 1.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF-CY to identify children's everyday life situations: A step towards participation-focused code sets2013In: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 22, no 2, p. 195-206Article in journal (Refereed)
    Abstract [en]

    With the long-term goal to create a screening tool with code sets for children’s everyday life situations (ELS), the purpose of the present study was to identify ELS for children and youth aged 0-17 years. The views of professionals and parents in Sweden, South Africa, and US were integrated based on linkages to ICF-CY. The chapters Self-care and Major life areas seemed most obvious include ELS. At 2nd ICF-CY level, eleven categories emerged as ELS with Hygiene (d510-d530) and Recreation and leisure (d920) as the most obvious. Two sets of ELS were identified for infants/preschoolers and school aged children/adolescents. Professionals and parents agreed on ELS for the older age-group. Findings suggested that ELS differ in context specificity depending on maturity and growing autonomy. The study have implications for the future tool intending to support children with disabilities in describing what matters most for them in intervention planning.

  • 2.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF-CY to identify everyday life situations of children and youth with disabilities2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Four studies were included in this doctoral dissertation aiming to investigatehow habilitation professionals perceive the ICF-CY in clinical work and to identify everyday life situations specific for children and youth aged 0-17 years. The ICF-CY was the conceptual framework and since the research was conducted on as well as with the ICF-CY, the use of the classification runs like a thread through all the work. The design was primarily qualitative and included descriptive and comparative content analyses. Study I was longitudinal, aiming to explore how an implementation of the ICF-CY in Swedish habilitation services was perceived. Studies II-IV were interrelated, aiming to explore children’s most common everyday life situations. Content in measures of participation, professionals’ perspectives, and external data on parents’ perspectives were linked to the ICF-CY and compared. Mixed methods design bridged the Studies III-IV.

    Results in Study I indicated that knowledge on the ICF-CY enhanced professionals’ awareness of families’ views of child functioning and pointed to the need for ICF-CY based assessment and intervention methods focusing on child participation in life situations. A first important issue in this respect was to identify everyday life situations. Two sets of ten everyday life situations related to the ICF-CY component Activities and Participation, chapters d3-d9, were compiled and adopted for younger and older children respectively, establishing a difference in context specificity depending on maturity and growing autonomy. Furthermore, key constructs in the ICFCY model were discussed, additional ICF-CY linking rules were presented and suggestions for revisions of the ICF linking rules and the ICF-CY were listed. As the sample of everyday life situations reflects the perspectives of adults, further research has to add the perspective of children and youth. The identified everyday life situations will be the basis for the development of code sets included in a screening tool intended for self- or proxy- report of participation from early childhood through adolescence.

  • 3.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Professionals' views of children's everyday life situations and the relation to participation2012In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 34, no 7, p. 581-592Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim was to determine professionals’ views of everyday life situations (ELS) of importance for children and to explore how ELS correlate with the construct ‘Participation’. This study was part of a larger work to develop a structured tool with code sets to identify child participation and support children with disabilities to describe what matters most for them in intervention planning.

    Method: The study had a concurrent mixed methods design. Information from one open-ended question and questionnaires were linked to the ICF-CY component Activities and Participation. Two concurrent data sets were compared.

    Results: Proposed ELS were distributed across ICF-CY categories from low to high level of complexity and context specificity. The correlation with participation became stronger for the later chapters of the component (d7-d9). Differences between respondents due to working field, country, and children’s ages were explored. Acts and tasks seemed most important for the youngest children whereas ELS shifted towards societal involvement for adolescents.

    Conclusion: Eleven categories related to ICF-CY chapters d3-d9 emerged as ELS. Two age groups (infants/preschoolers and adolescents) are required to develop code sets for the new tool. The results need triangulation with other concurrent studies to provide corroborating evidence and add a family perspective.

  • 4.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Identifying Child Functioning from an ICF-CY Perspective: Everyday Life Situations Explored in Measures of Participation2011In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, no 13-14, p. 1230-1244Article in journal (Refereed)
    Abstract [en]

    Purpose. This study was part of a larger work to develop an authentic measure consisting of code sets for self- or proxy-report of child participation. The aim was to identify common everyday life situations of children and youth based on measures of participation.

    Method. The study was descriptive in nature and involved several stages: systematic search of literature to find articles presenting measures for children and youth with disabilities, identifying measures in selected articles, linking items in included measures to the ICF-CY, analysing content in measures presented as performance and participation and identifying aggregations of ICF-CY codes across these measures.

    Results. A large number of measures for children and youth with disabilities were identified but only 12 fulfilled the inclusion criteria. A slight distinction in content and age appropriateness appeared. Measures presented as performance covered all the ICF-CY Activities and Participation chapters, whereas measures presented as participation covered five of nine chapters. Three common everyday life situations emerged from the measures: Moving around, Engagement in play and Recreation and leisure.

    Conclusion. Only a small number of life situations for children and youth emerged from items in selected measures, thus, other sources are needed to identify more everyday life situations.

  • 5.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Westerberg, Christina
    Stockholms Universitet.
    Möller, Kerstin
    Örebro Universitet.
    Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study2014In: Journal of Intellectual Disability - Diagnosis and Treatment, E-ISSN 2292-2598, Vol. 2, no 1, p. 21-32Article in journal (Refereed)
    Abstract [en]

    This study investigated present and future everyday life situations (ELS) in home, school, work, and leisure environments for a group of school-aged children with severe disabilities, including complex disorders and a combination of disabilities. The purpose was to explore universal ELS; clarify how the children can be supported in their development of autonomy; and to gather information on potential overall goals for interventions. To make data comparable, all reported ELS were linked to the International Classification of Functioning, Disability and Health, Child and Youth version (ICF-CY) and listed along with information on the setting. Both today, and in the future, recreational activities and participation in school or work were of highest importance, but few reported ELS involved directly interacting with other children. More ELS were predicted to occur outside the home and with a higher degree of autonomy. Therefore, interventions would be focused on the overall goal that children with severe disabilities take initiatives to become independent and to form relationships with others.

  • 6.
    Agic, Haris
    et al.
    Tema teknik och social förändring, Linköpings universitet.
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Global Studies.
    Föräldrastödsprogram för utrikesfödda föräldrar: Vad händer när manualbaserade föräldrastödsprogram översätts och implementeras i svensk kontext?2015In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 92, no 5, p. 545-552Article in journal (Other academic)
    Abstract [sv]

    På senare år har ett antal program som t.ex. Community Parent Education Program (COPE) initierats för att främja barns hälsa och psykosociala utveckling. COPE är ett manualbaserat program som ofta används som del i de föräldrautbildningar som ges i invandrartäta områden. COPE utvecklades i Kanada och vid användningen i Sverige översätts materialet. Program erbjuds på språk som t.ex. arabiska och somaliska och när dessa kurser ges översätts materialet ytterligare. I artikeln undersöks vad som händer när ett manualbaserat program översätts och implementeras i svensk kontext. Studien visar att de samtalsledare som leder programmen strävar efter manualtrogenhet, men att översättningar och kulturella anpassningar sker för att de utrikesfödda deltagarna ska förstå programmet. Många föräldrar är dock nöjda med och känner sig stärkta i sitt föräldraskap efter att ha genomgått COPE programmen.

  • 7.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Det nödvändiga jämställdhetsarbetet2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 137-150Chapter in book (Refereed)
  • 8.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Inledning: Att ta tillvara mänskliga resurser2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 17-30Chapter in book (Other academic)
  • 9.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergmo-Prvulovic, IngelaStockholms universitet, Institutionen för pedagogik och didaktik.Kilhammar, KarinJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    HR: Att ta tillvara mänskliga resurser2017Collection (editor) (Refereed)
  • 10.
    Ander, Birgitta
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Abrahamsson, Agneta
    Kristianstad University, Kristianstad, Sweden.
    Bergnehr, Disa
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    'It is ok to be drunk, but not too drunk': party socialising, drinking ideals, and learning trajectories in Swedish adolescent discourse on alcohol use2017In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 20, no 7, p. 841-854Article in journal (Refereed)
    Abstract [en]

    This study explores adolescent reasoning behind the use of alcohol at different types of parties, often house parties, and about the strategies to achieve maturity and prevent losing control. The data consist of semi-structured interviews with 23 adolescents aged 16–18 years (16 males and seven females). The interview transcripts were analysed using an inductive, thematic approach. All informants had personal experience with drinking at parties in different social settings. Our results suggest that the process of learning how to drink, often through failure in terms of being intoxicated, is important for adolescents’ who strive to control their alcohol intake resulted in a good time and a break from everyday life. Furthermore, the results indicate that different social settings and party types engender different drinking patterns. Maturity and controlled conduct come across as desired ideals that provide a person with symbolic capital and thus, social status.

  • 11.
    Andersson, Janicke
    et al.
    Linköpings universitet, Filosofiska fakulteten.
    Lukkarinen Kvist, Mirjaliisa
    Linköpings universitet, Filosofiska fakulteten.
    Nilsson, Magnus
    Avdelningen för sociala studier, Karlstads universitet.
    Närvänen, Anna-Liisa
    Linköpings universitet, Samhälle, mångfald, Identitet (SMI).
    Att leva med tiden: Samhälls- och kulturanalytiska perspektiv på ålder och åldrande2011 (ed. 1)Book (Other academic)
    Abstract [sv]

    Att leva med tiden handlar om vad ålder och åldrande kan betyda i olika sammanhang och hur betydelsen förändras över tid och rum. I boken diskuteras olika samhälls- och kulturvetenskapliga perspektiv på ålder och åldrande. Boken belyser vilka konsekvenser vetenskapliga sätt att se på åldrande kan få i analys av, och relation till, vardagsliv, vetenskaplig verksamhet och i det offentliga livet. Förutom historiska tillbakablickar presenteras också teorier om ålder, normalitet och identitet samt ålder ur ett intersektionellt perspektiv.

  • 12.
    Andersson, Moa
    et al.
    Jönköping University, School of Education and Communication.
    Honkanen, Jennie
    Jönköping University, School of Education and Communication.
    "De bygger ett nytt liv i ett nytt land": En kvalitativ intervjustudie om nyanländas och etablerade svenskars erfarenheter av social integration och dess betydelse för nyanländas integrationsprocess2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During recent years the issue of integration has gained increased attention in the public, as well as the political, debate. Integration is described as a two-way process that emphasises mutual responsibility between newcomers and established swedes. Therefore, social integration can be seen as a precondition for the integration process of newcomers, as the social aspect involves knowledge of the Swedish language and access to a social network, as well as interaction with the residents of the majority society. However, when it comes to the individual integration process women tend to have less personal freedom than men. This study will focus on an integration project aimed at favouring newly arrived women on parental leave as a part of their integration and will research experiences of social integration and its importance among the project participants. Six semi structured interviews, including two interviews with newly arrived women and four with established swedes, will lay the ground for the empirical materialof this study. The collected material will then be analysed through Diaz’s integration model thatemphasises the social aspect of integration, and Berry’s acculturation model, as well as theirunderstanding of the concept of integration. The theoretical concepts of this study are thought to help us gain a more nuanced understanding of the experiences and views of the participants. The result shows that the language is of crucial importance for the integration process of newcomers, whereas the interplay with established swedes constitutes both a principal precondition in order to learn the language, as well a main challenge to their integration process. Based on the results we acknowledge the importance of a mutual recognition and openness as prerequisites for successful integration.

  • 13.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Aspects of diversity, inclusion and democracy within education and research2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.

  • 14.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    ”Om att göra det omöjliga möjligt”. Demokrati och delaktighet för vem och av vem? [”On making the impossible possible”. Democracy and participation for whom and by whom?]2017Conference paper (Other academic)
  • 15.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    MMC, Mumbai
    Accessing global communities through local resources?: a study of barriers and facilitators of first generation women users of new communication technologies2014In: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization / [ed] Central Institute of Indian Languages., Mysore, India: CIIL , 2014Conference paper (Refereed)
    Abstract [en]

    India has witnessed a massive transformation in the development and use of information technology in the last decade. The way technology is experienced however, varies; and social class, gender, and age are prominent parameters that frame its use. The present study focuses the spaces of Mumbai Mobile Creches (MMC)[1] – a not for profit organization which works towards ensuring nutrition, health, and safety of migrant families and their children who spend their lives on construction sites in the mega-city of Mumbai. MMC operates day care centres on 25-30 construction sites where trained early childhood care givers, teachers and attached professional staff, including volunteers, deliver a large range of services including qualified crèches, preschools and educational facilities for children between birth and 14 years of age. Currently, 40% women workers at these centers are made up of members of construction workers’ communities. While these women execute a range of tasks creatively and under very challenging conditions, limited exposure and competencies in the use of English restricts their use of digital technologies, including web media. It is these women who constitute the first generation of technology users that this study focuses upon.   

    The study explores the access and reported experiences of women first generation digital users. It aims to understand barriers and facilitators for access to new technologies among these women, what significance these have for them, the role/s these play in shaping their sense of self and role of gender and age in technology use. The main research questions include: How does access to and engagement with new communication technologies look like in the lives of first generation women users in mega-city hubs in present times of flux? How do issues of access shape women first generation users lives? In what arenas do women from the middle and lower economic strata in a mega-city context in India have access to new communication technologies? What do their life trajectories look like and what, if anything, can we learn about development from this type of collaborative research?

    The following empirical materials have been specifically used in this study. In-depth case studies with adult women first generation new technology users based upon a series of audio-recorded conversations and written daily records maintained by the women, video-documentation of Sakhi empowerment monthly meetings, minutes of the Sakhi meetings, and MMC annual reports across two decades, 2000-2014.

    This paper empirically supports often sighted association between women’s entry into workforce and their empowerment. Nuances of the gender role expectations in use of technology and empowerment of women are focused. Empowerment of women emerges as a complex process wherein women transgress some aspects of traditional gender roles while continuing to be framed by others. LanDpost is concerned with intersections of language, gender, and media in an increasingly digital world. The present study illuminates the role digital media and language play in the access to and use of new technologies, including web media and how access to these shapes adult, first generation users lives.

    [1]http://www.mumbaimobilecreches.org/aboutus.htm

  • 16.
    Bengtsson, Tomas
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Jutman, Artur
    Tallinn Technical University.
    Kumar, Shashi
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Ubar, Raimund
    Tallinn Technical University.
    Delay testing of asynchronous NoC interconnects2005In: Mixed design of integrated circuits and systems, MIXDES 2005: proceedings of the 12th International conference, Kraków, Poland, 22-25 June 2005, 2005Conference paper (Refereed)
  • 17.
    Bergnehr, Disa
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Limited but committed parents: Primary school personnel negotiating good parenthood in a disadvantaged area2017In: Doing good parenthood: Ideals and practices of parental involvement / [ed] Sparrman, A., Westerling, A., Lind, J., Ida Dannesboe, K., Palgrave Macmillan, 2017Chapter in book (Refereed)
  • 18.
    Bergnehr, Disa
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue). Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work.
    Mothering for discipline and educational success: Welfare-reliant immigrant women talk about motherhood in Sweden2016In: Women's Studies: International Forum, ISSN 0277-5395, E-ISSN 1879-243X, Vol. 54, p. 29-37Article in journal (Refereed)
    Abstract [en]

    This study is based on 16 immigrant welfare-reliant women's discourses on motherhood in five focus groups. The women connect their mothering strategies for promoting discipline and their children's educational success with living on scarce finances: welfare dependence, children's education, and discipline are intertwined and recurrent themes that the interviews prompted. A dominant argument is that discipline diminishes the risk of school failure and deviant behaviour. Educational success is imperative for the children's chances to obtain employment and self-provision as adults; deviant behaviour must be stifled to avoid criminal activities, school failure, and future welfare dependence. The women argue that Swedish society obstructs their mothering through lax discipline in school, a disregard for parental authority, and restrictive welfare stipulations. They desire better support. This study widens our understandings of immigrant women's experiences of mothering on welfare, and informs political decision-makers and professionals in their work to develop supportive services for migrants.

  • 19.
    Bergnehr, Disa
    Linköpings universitet, Institutionen för tema, avdelning Tema Barn.
    Unemployment and conditional welfare: Exclusion and belonging in immigrant women's discourse on being long-term dependent on social assistance2016In: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 25, no 1, p. 18-26Article in journal (Refereed)
    Abstract [en]

    Long-term unemployment with dependency on social assistance in Sweden has increased and is particularly high among foreign-born persons. The present study explored immigrant recipients' experiences of being welfare reliant. Swedish-Iraqi women's construction of exclusion and belonging in relation to policies and welfare regulations was scrutinised. The women referred to unemployment with frustration, expressing that it renders dependence on social welfare and enforces adherence to the stipulations of the social services. The individual's mobility and agency are restricted and concerted efforts to obtain employment are futile, which increase the sense of exclusion. However, the entitlement to social assistance also engenders feelings of belonging, of being connected to and cared for by the new country. More research is needed to examine the role that social assistance regulations play in forming feelings of belonging and exclusion. It appears essential that political initiatives be taken to reverse the trend of high unemployment among foreign-born persons.

  • 20.
    Bergnehr, Disa
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Zetterqvist Nelson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Where is the child? A discursive exploration of the positioning of children in research on mental-health-promoting interventions2015In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 37, no 2, p. 184-197Article in journal (Refereed)
    Abstract [en]

    The present study explores the discursive positioning of children in research articles on mental–health-promoting interventions. The questions under investigation are: are children positioned as active or passive agents, are children’s health and wellbeing contextualised, and if so how? How is the child perceived; that is, how are age, gender, socioeconomic status, family structure, dis/ability, and so on accounted for? We found that the positioning of the child as passive and formed by adults prevails; health is largely individualised and decontextualised in that it is depicted as being contingent on the person’s own capabilities. However, there are instances in which children are positioned as active subjects, their opinions are in focus, and their health and wellbeing are connected to social relations and context. We propose a more active discussion about how children and wellbeing are conceptualised in the outlining, implementation and research of public health interventions. Moreover, children – just like adults – should be increasingly regarded as service users who are entitled to have a say in matters that concern them.

  • 21.
    Bergnéhr, Disa
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Advancing home-school relations through parent support?2015In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 10, no 2, p. 170-184Article in journal (Refereed)
    Abstract [en]

    The present study explores a local initiative to develop parent support services through the school system. In focus are the discourse on home–school relations and parent support and the interplay between discourse and practical occurrences. Official documents, interviews and notes from municipal meetings and informal conversations were obtained from a local authority during 2009–2013. The results show that the education system is discursively positioned as an important player for the administration and organisation of parent support. All the same, opposing arguments are given precedence in decisions concerning what home–school relations should entail. The study explicates that parent support, when connected to compulsory education, is preferably conceptualised as part of and contingent on the forms and characteristics of home–school relations. Furthermore, it makes evident that the term school is recurrently used as a synonym of teachers. This has implications for both home– school relations and parent support.

  • 22.
    Bergnéhr, Disa
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Att (sam)verka för barns hälsa och lärande i mötet mellan socialtjänst och skola: en forskningsöversikt2014Report (Other academic)
    Abstract [en]

    The present report focuses on interorganizational co-operation between the social services and schools. It contains a literature review of the Swedish research and national guidelines from 2000 onwards, as well as a brief theoretical discussion on different forms of co-operation. The thematic categorization of previous research resulted in such recurrently raised topics as the following: Assignment of responsibilities and tasks; Information, consultation, and meetings; Interprofessional teams; Service user perspectives and the importance of relations; Knowledge about co-operation and research-based practice. The review concludes that the responsibilities assigned to different actors are diffuse. At times, schools are given too great a responsibility for individual child evaluations and care, and their main task of providing education is disregarded by, for instance, the social services. Schools, on the other hand, ask for more support from child psychiatry clinics and the social services. Blaming others for failing services and/or assigning others responsibilities they do not have a mandate, funding or the competences for may be the result of limited resources and/or lack of knowledge about and respect for other partners in the co-operation. Sharing information is frequently brought up as an important aspect of collaborative work, as are consulting one another with regard to evaluations and interventions. Constructive interprofessional meetings require trust, commitment, competence, clearly defined goals, and relational continuity. This also applies to interprofessional teamwork. The opinions and experiences of service users need more acknowledgment, in practice and in the research. The benefits of co-operation for children and families are uncertain, and must be further explored. Co-operative activities should be initiated only if they will undoubtedly result in better services for the individual child. There is a lack of studies focusing on co-operation from the perspective of the social services. Furthermore, the discussions in the guidelines as well as in the research would have benefited from more elaborated theoretical reasoning on how different forms of co-operation influence work to promote children’s health and learning. Finally, the present report calls for a critical discussion on how the concept of co-operation is applied.

  • 23.
    Bergnéhr, Disa
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Föräldrastöd genom skolan: Diskursiva tillämpningar av nationell politik inom en svensk kommun2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 1, p. 70-83Article in journal (Refereed)
    Abstract [en]

    The present paper conducts a conceptual analysis of how parent support is recontextualised when connected to the education system in a Swedish local authority. Official documents and interviews with officials are analyzed. The study shows that in the discourse on parent support, supporting activities are commonly connected to the teachers, and consequently the teachers are made responsible for the provision of support. The student health services or other professionals such as leisure time personnel are less prominent in the discourse. The paper asks for reflection on the part of compulsory schooling in health promoting and risk preventing work.

  • 24.
    Bergnéhr, Disa
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn..
    Love and family: Discussions between swedish men and women concerning the transition to parenthood2007In: Forum qualitative Sozialforschung, E-ISSN 1438-5627, Vol. 8, no 1, p. Art. 23-Article in journal (Refereed)
    Abstract [en]

    This study is an exploration of how young Swedish adults talk about intimate relationships and the transition to parenthood. It is suggested that people carefully reflect over their relationship with their partner before deciding to embark on parenthood, and it is shown that reproductive decision making is imbued with contradictory ideals that may cause stress and anxiety. To have and to raise a child in a nuclear family arrangement is one prominent ideal that is illuminated by this study, but parallel with this is the notion of intimate relationships breaking down, dwindling. These two discourses are contradictory and create dilemmas in the process of family formation. Some individuals find the risk of relationship dissolution especially stressful, drawing on their own childhood experiences of growing up with separated parents. This is a study based on focus group interviews containing men and women, ranging from 24 to 39 years old, with different educational, occupational and geographical backgrounds, some are parents and some are not. The data are analysed using a discourse analytical approach, and much of the discussion is based on Anthony GIDDENS', Zygmunt BAUMAN's and Ulrich BECK and Elisabeth BECK-GERNSHEIM's reasoning about love and intimacy in the contemporary Western world. © 2006 FQS.

  • 25.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Humboldt är död, länge leve Humboldt: Bokrecension av Bildningens praktiker2017In: Organisation & Samhälle, ISSN 2001-9114, E-ISSN 2002-0287Article, book review (Other (popular science, discussion, etc.))
  • 26.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Äldre medarbetares kompetensutveckling2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 177-190Chapter in book (Refereed)
  • 27.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Raudberget, Dag
    Jönköping University, School of Engineering, JTH, Product Development. Jönköping University, School of Engineering, JTH. Research area Product Development - Computer supported engineering design.
    Organisering för kunskap och lärande: En balansgång mellan motsättningar2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 59-76Chapter in book (Refereed)
  • 28.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune J.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Early Childhood Intervention2006In: Encyclopedia of Disability, London: Sage Publications , 2006Chapter in book (Other academic)
  • 29.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The International Consortium for Early Childhood Intervention2007Conference paper (Other academic)
  • 30.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The Transatlantic consortium for Early Childhood Intervention2003Conference paper (Other academic)
  • 31.
    Björklund, Margereth
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle.
    Sarvimäki, Anneli
    The Nordic School of Public Health, Gothenburg.
    Berg, Agneta
    Högskolan Kristianstad, Avdelningen för Hälsovetenskap.
    Living with head and neck cancer: a profile of captivity2010In: Journal of Nursing and Healthcare of Chronic Illness, ISSN 1752-9816, E-ISSN 1752-9824, Vol. 2, no 1, p. 22-31Article in journal (Refereed)
    Abstract [en]

    Aim. To illuminate what it means to live with head and neck cancer.

    Background. Patients could experience head and neck cancer as more emotionally traumatic than other cancers because of visible disfigurement and its life-threatening impact on vital functions. This long-term illness often leads to lifestyle changes such as to physical function, work and everyday tasks, interpersonal relationships and social functioning.

    Design. This study used a qualitative and explorative longitudinal and prospective design with semi-structured interviews and open-ended questions. Twenty-one interviews were conducted with six participants with newly diagnosed or newly recurrent head and neck cancer. The analysis was descriptive and interpretive.

    Findings. The participants were living 'in captivity' in the sense that their symptoms were constant reminders of the disease. Our findings also revealed existential loneliness and spiritual growth, as interpreted within six themes: altered sense of affiliation; hostage of health care; locked up in a broken body, but with a free spirit; confined in a rogue body, forced dependency on others, and caught up in a permanent illness trajectory.

    Conclusions. Living with head and neck cancer involves emotional and existential vulnerability. The participants and their next of kin experienced insufficient support from health services and inadequate coordination between phases of their lengthy illness trajectory. These findings call for changes in oncological rehabilitation and management. Patient care must take a holistic view of everyone involved, centring on the individual and the promotion of health. A care coordinator could navigate between the individual patient needs and appropriate health services, hopefully with results that lessen the individual's emotional and existential confinement.

  • 32.
    Brinck, Lovisa
    Jönköping University, School of Education and Communication, HLK, Global Studies.
    "Vi ska inte spela Svarte Petter med återvändande terrorister": En kvalitativ studie om Sveriges rättsliga såväl som samhälleliga kapacitet i hanteringen av IS-återvändare2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Individuals who have travelled from Sweden and affiliated to the Islamic State in Syria will, after the fall of the caliphate, return home to Sweden. The concept of ISIS returnees has begun to dominate the debate and there is a common concern that individuals who possess radicalized opinions should return to Sweden only to commit terrorist crimes. The study is based on a qualitative research method, specifically an interview methodology with semi-structured interviews. The study identifies the capacity Sweden possesses, according to experts, both socially and legally, to deal with the problems of Swedish citizens who wants to return from ISIS-controlled areas. The study also aims to examines measures that is the most suitable to apply to returnees from the expert’s perspective. An analysis based on the Transitional Justice framework identified the importance of applying both legal aspects, as well as social processes in order to handle the problems with returnees. Through a review of previous research, three courts were identified, because they previously had the ability to prosecute individuals who committed criminal acts, these are: The Ad-hoc Tribunal, the Hybrid Court and the International Criminal Court. It was therefore considered important to examine these in order to review whether the courts were a legal alternative in the discussion of returnees who committed terrorist crimes. All actors, both international and national, have lack of capacity and efficiency regarding how to handle the ISIS-returnees. The study therefore contributes to an understanding of the capacity Sweden possesses in order to handle the problem of individuals who are now returning from ISIS, and also proposes new ways to handle the problematic aspects about ISIS-returnees to Sweden.

  • 33.
    Brinck, Lovisa
    et al.
    Jönköping University, School of Education and Communication, HLK, Global Studies.
    Gustafsson, Sofia
    Jönköping University, School of Education and Communication, HLK, Global Studies.
    ”Vi ska inte spela Svarte Petter med återvändande terrorister”: En kvalitativ studie om Sveriges rättsliga såväl som samhälleliga kapacitet i hanteringen av IS-återvändare2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Individuals who have travelled from Sweden and affiliated to the Islamic State in Syria will, after the fall of the caliphate, return home to Sweden. The concept of ISIS returnees has begun to dominate the debate and there is a common concern that individuals who possess radicalized opinions should return to Sweden only to commit terrorist crimes. The study is based on a qualitative research method, specifically an interview methodology with semi-structured interviews. The study identifies the capacity Sweden possesses, according to experts, both socially and legally, to deal with the problems of Swedish citizens who wants to return from ISIS-controlled areas. The study also aims to examines measures that is the most suitable to apply to returnees from the expert’s perspective. An analysis based on the Transitional Justice framework identified the importance of applying both legal aspects, as well as social processes in order to handle the problems with returnees. Through a review of previous research, three courts were identified, because they previously had the ability to prosecute individuals who committed criminal acts, these are: The Ad-hoc Tribunal, the Hybrid Court and the International Criminal Court. It was therefore considered important to examine these in order to review whether the courts were a legal alternative in the discussion of returnees who committed terrorist crimes. All actors, both international and national, have lack of capacity and efficiency regarding how to handle the ISIS-returnees. The study therefore contributes to an understanding of the capacity Sweden possesses in order to handle the problem of individuals who are now returning from ISIS, and also proposes new ways to handle the problematic aspects about ISIS-returnees to Sweden.

  • 34.
    Butros, Simon
    et al.
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Lager, Tim
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Plussummespela hela vägen till hållbar utveckling – En studie om ”Europas grönaste stad”: Hur Internationella samarbeten driver hållbar utveckling framåt i staden. 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The environmental threat is a stressing concern which must be addressed immediately. The urbanization has been growing in a rapid pace the past years. Today, more than 50 percent of the world’s population lives in cities, and the forecast tells us that it will increase to 70 percent in 2050. This puts pressure on actors like states, organizations, companies, and municipalities who must work to meet the urbanization immediately. The UN, the EU and WWF amongst others advocates that international cooperation between these actors is the best way to go, and that cities must be prepared for the problem that occurs today and the challenges for tomorrow. In spite of this, there is no substantial research on this topic, on what international environmental cooperation between cities could mean to a city or what the results could be. Växjö is one of few Swedish cities who work internationally with local as well as global ecological sustainable development. This study intends to discover the international cooperations in the topic of environmental sustainable development in the city in Växjö. The purpose is to see what impact the international cooperations have in the environmental work of Växjö, and to see whether environmental sustainable development is being urged on by international collaborations. By using a positive–sum game as a theoretical starting point, a case–study has been conducted, where interviews were made with representatives from Växjö municipal. The result of the study shows that the effects Växjö has obtained through these cooperations, do promote environmental sustainable development. If the collaborations take the form of a positive–sum game, all actors benefit from it and the environment as well. Since the international cooperations bring exchange of knowledge and sometimes external financial means to put into different projects, the city’s environmental sustainable development improves.

  • 35.
    Bülow, Pia H.
    et al.
    Jönköping University, School of Health Science, HHJ. Research Platform of Social Work. Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. ADULT.
    Nilsson, Gunilla
    Jönköping University, School of Health Science, HHJ. Research Platform of Social Work. Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work.
    Grön rehabilitering i praktiken: En kvalitativ studie av realiserandet och upplevelsen av en terapeutisk verksamhet i landstinget i Jönköpings län2014Report (Other academic)
    Abstract [sv]

    Den studie som redovisas i denna rapport har genomförts av forskare vid Hälsohögskolan i Jönköping på uppdrag av Landstinget i Jönköpings län. Rapporten utgör den kvalitativa delen av utvärderingen av projektverksamheten Grön rehab som landstinget på försök driver sedan årsskiftet 2012-2013. Studiens övergripande syfte var att studera hur grön rehabilitering realiseras i mötet mellan deltagare och natur, deltagare och personal, och mellan deltagarna, samt undersöka deltagarnas motiv och mål för sitt deltagande i Grön rehab, deras upplevelse av att delta och vilken betydelse de tillskriver att deltagandet har haft i deras rehabiliteringsprocess och för deras arbetsförmåga och hälsa.

    Verksamheter under namn som grön rehabilitering har växt fram ur teorier om sambanden mellan naturens egenskaper och dess betydelse för människans hälsa. Tre olika discipliner har lämnat viktigt bidrag till den vidare utvecklingen mot användning av natur och trädgård i behandlande sammanhang. Hit hör design- och landskapsteorier som formulerat vissa grundantaganden om den gröna miljöns utformning. Aktivitetsteorier, som utgår från att människan är en aktiv varelse med behov av aktivitet och rörelse, har bidragit med forskning om hur olika slags aktiviteter kan användas i terapeutiskt syfte. Slutligen har miljöpsykologin bidragit med kunskaper om hur och varför människan uppfattar gröna miljöer som lugnande och stress-lindrande.

    Grön rehab i Jönköpings län bedrivs som ett tidsbegränsat projekt med placering vid ett av landstingets naturbruksgymnasier. Det innebär att man delar på resurser som växthus och djurstallar. I projektet Grön rehab ingår arbetsterapeut (100 %), psykolog (50 %) samt trädgårdsmästare och djurinstruktör på 20 % vardera. De båda senare arbetar också på naturbruksgymnasiet där de har sin ordinarie anställning. Verksamheten är organiserad som en kurs där deltagarna kommer till Grön rehab tre timmar per dag, två dagar i veckan under tio veckor. Den övergripande organiseringen av Grön rehab innebar att Dag ett varje vecka hade fokus på gruppsamtalet och att dag två innehöll ett ”grönt” inslag. Som gröna aktiviteter räknades både sådana i trädgården/växthuset och sådana med djur. Grön rehab räknas som en behandlande insats och deltagarna kommer på läkarremiss från vårdcentraler och liknande.

    Den kvalitativa studien bygger på en serie individuella intervjuer med samtlig personal i projektet samt på individuella intervjuer med personer som deltagit i Grön rehab under hösten 2013. Totalt ingår 12 intervjuer med personal och 12 intervjuer med deltagare. Personalen intervjuades mellan två och fyra gånger per person under olika tidpunkter i två olika kurser. Deltagarna intervjuades mellan en och fyra månader efter kurstidens slut. Utöver intervjuer ingår i studien data från besök i de miljöer som ingår i Grön rehab. Dessa besök genomfördes utanför kurstid och med personal som guide. Som data räknas även projektbeskrivning och broschyren med rubriken ”Grön rehabilitering” som Landstinget i Jönköpings län har producerat och som distribueras via bland annat landstingets hemsida.

    Analysen av personalintervjuerna visar att skogspromenaden är den aktivitet som förekommer mest frekvent (i princip varje kursdag) och att gruppsamtalet av samtlig personal betraktas som den överordnade aktiviteten i Grön rehab. Gruppsamtalen förs primärt inne i ”Lillstugan” en gång varje vecka. De leds av psykolog och arbetsterapeut gemensamt. Genom att båda samtalsledarna medverkar i samtliga aktiviteter den kursdagen hände det att samtalet fortsatte eller flyttades till exempelvis skogen. Under skogspromenaderna eftersträvade personalen ett fokus på medveten närvaro (mindfulness). Påbjuden tystnad varvades med korta samtal och reflektioner omkring det som kunde erfaras med olika sinnen. Deltagarna uppmanades att känna på bark och mossa, notera lukten av regn, lyssna till vinden och att iaktta naturens växlingar över tid och i förhållande till olika väderlek, samt att gå långsamt. Andra ”gröna” aktiviteter som genomfördes i växthuset eller i trädgården, liksom aktiviteter med djur utgjorde en mindre del av verksamheten. Arrangemanget med en samtalsdag och en ”grön” dag per vecka, betyder att deltagarna var engagerade i trädgårdssysslor omkring en timme vid fem olika tillfällen, och att lika mycket tid lades på aktiviteter med djur. Deltagarna möttes för gruppsamtal vid totalt tio tillfällen. Dessa beskrevs oftast pågå i mer än en timme.

    Sammanfattningsvis framgår av studien att det behövs

    • en tydlig programförklaring med uttalat stöd i befintlig nationell och internationell forskning och med beskrivning av vad behandlingsinsatsen Grön rehab syftar till.

    • en diskussion om Grön rehab’s möjliga betydelse för olika målgrupper.

    • följeforskning kvantitativt och kvalitativt för att kunna bedöma värdet av behandlingsinsatsen Grön rehab på kort och lång sikt. Alternativt att under en två-årsperiod driva Grön rehab som ett forskningsprojekt.

    • handledning av erfaren trädgårdsterapeut som resurs i behandlings-verksamheten.

    • utvecklas en strategi för att hantera krockar med naturbruksgymnasiets verksamhet.

  • 36.
    Bülow, Pia H.
    et al.
    Jönköping University, School of Health Science, HHJ. Research Platform of Social Work. Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. ADULT.
    Seitl, Camilla
    Högskolan Väst.
    Bo, Rolander
    Futurum, Landstinget i Jönköpings län.
    PR-team som modell för samordnad rehabiliteringsutredning på vårdcentraler i Jönköpings län: Arbetsrapport2014Report (Other academic)
    Abstract [sv]

    Rapporten presenterar och diskuterar resultatet av en studie omkring en regionalt i Jönköpings län framtagen modell för rehabiliteringsutredning i primärvården – PR-team. Studien bygger på tre olika material och har genomförts som tre separata delstudier. Resultaten för delstudierna redovisas i rapporten var för sig.

    Den första delstudien bygger på material från ett register över samtliga patienter i primärvården i Jönköpings län som har en sjukskrivning som överstiger 28 dagar. Resultat från delstudien visar att en högre andel män genomgår PR-team vid privata vårdcentraler jämfört med kvinnor och att PR-teamutredningar vid offentliga vårdcentraler i en tredjedel av fallen genomfördes under de första 90 dagarna av sjukskrivningsperioden. Vidare noterades att psykisk ohälsa angavs oftare för kvinnor än för män samt att nästan dubbelt så många kvinnor som män avslutades mot arbete eller studier.

    Den andra delstudien bygger på observationer av genomförda möten i rehabiliteringsteamet där den sammanvägda bedömningen av rehabiliteringsutredningen diskuteras och dokument­eras. I delstudien ingår även intervjuer med mötesdeltagare i så kallade PR-teammöten. Resultatet visar att ett PR-teammöte utgörs av flera delar och att en relativt stor del av mötestiden handlar om hur dokumentationen ska ske och hur olika tolkningar ska göras för att kunna fylla i blanketten på ett korrekt sätt. Det märktes stor skillnad mellan teamen vilket sannolikt berodde på respektive teams vana att arbeta enligt modellen för PR-team samt möjligen en påverkan av att observeras och spelas in.

    Den tredje delstudien är en analys av dokumentationen från 177 rehabiliteringsutredningar. Analysen visar att dokumentationen utgör en textgenre som nästan helt saknar uttalade subjekt. Det gäller både patienten som texten handlar om och den/de personer som gör bedöm­ningen. I den tematiska analysen framstår smärtproblematik som den främsta anledningen till att en teamutredning genomförs. Tre fjärdedelar av utredningarna handlade om kvinnor. Lång sjukskrivningshistoria, låg utbildning och migrationshistoria framstod som särskilda sårbarhetsfaktorer där såväl att patientens framtidsbild som att teamets bedömning pekade mot ringa förutsättningar för återgång till arbete.

  • 37.
    Dijkshoorn, Anna
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Inclusive Education for Refugees and Asylum Seeking Children: A Systematic Literature Review2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize research on school-based programs and practices. RESULTS A broad range of supports were identified. Most studies addressed access barriers to learning by offering emotional and educational support, while fewer studies focused on opportunity barriers such as negative attitudes and lack of parental involvement. CONCLUSION It was concluded that schools can play an important role in supporting the inclusion of refugee children and their families because of their accessibility, but that more high quality research is necessary in order to assess the effectiveness of supports that minimize barriers towards learning and promote their inclusion in school.

  • 38.
    Emtairah, Tareq
    et al.
    Lund university.
    Avery, Helen
    Lund university.
    Mourad, Khaldoon
    Lund university.
    Visioning Labs with displaced academics as a design strategy for sustainable post-conflict reconstruction2016Conference paper (Refereed)
    Abstract [en]

    Abstract

    Post Conflict Futures is an ongoing project, where displaced Syrian academics meet in Visioning Labs and a global scenario group to jointly reflect on possible future developments  and to look for actionable leverage points to work proactively for sustainable transitions. The collective visioning  aims to identify aspects that may be critical in strategies for sustainable post conflict reconstruction, notably in the socio-technical implications of different infrastructure options.

    A crisis such as that in Syria creates shocks to infrastructure and people. These shocks generate emergencies and responses. But the collapse of existing structures can also open opportunities for a paradigm shift. In several cases, infrastructure shocks have opened opportunities that enable higher order learning with the potential to catalyse a transition towards sustainable and resilient structures (Broto et al., 2014) . This has implications to the design of processes and practices to rebuild communities.

     

    The project will serve as a platform for catalyzing strategic knowledge using the impetus from infrastructure shocks which result from the ongoing conflicts in the region. In the Post Conflict Futures Visioning Labs, holistic and integrating understanding of complex and uncertain issues is supported by approaching the issues ’diagonally’ across institutional and technological scales, by using geographical localisation as conceptual scaffolding anchored in the material, and by focusing on the structuring and distributive implications of infrastructure options  over time.

     

    Background

     

    Conflicts rip apart the social fabric, and undermine relations of trust and solidarity that are needed to mobilize populations and support collaboration across communities. Problems in the coordination of reconstruction efforts involving multiple types of actors at different levels can lead to blind spots, bottlenecks and a loss of long-term vision. In the wake of open hostiliites, frozen conflicts may emerge, involving locked situations with absence of responsible government, or factions deliberately attempting to aggravate the situation and damage other parties.

     

    When the conflict ends, massive reconstruction efforts and investments will be needed. Large-scale capital intensive projects involve strong actors who tend to set the agenda and shape overall structures. While certain technical choices have the potential to support reconciliation and empowerment of the most vulnerable, other infrastructure elements can function as mediums of isolation/domination. Infrastructure choices have consequences for livelihoods, relationships between communities, or access to and  distribution of resources. They also create relationships of long term dependency and interdependency within and beyond national borders. Importantly, characteristics in initial structures will have implications for subsequent developments.

     

    While post-conflict settings thus give rise to serious challenges, the overt failure of existing arrangements also opens opportunities for change and learning. Transitions (Geels & Schot, 2010) depend on simultaneous significant change. They involve changing ’culturally accepted beliefs and associated regulations’ (Broto et al. 2014)  Such shifts might come about when there is a ’general attitude towards paradigm questioning’ (ibid.) Broto et al. further argue that: ”reimagining infrastructure may require anticipatory learning for innovation, of the type that reflects multiple values in society and acknowledges the uncertainties inherent to understanding a complex world”.

    Scenario and visioning work creates flexible frames of relevance and prioritization anchored in human cultural significance, which is vital for both engagement and communicability. The communicability of such narratives is a key factor for shaping collaborative multi-stakeholder alliances across disciplines, sectors or localities. Transitions depend on mobilizing concerted collective action.  There therefore is a need for shared visions that are convincing, understandable  and anchored in cultural and material realities, both for self-organizing and in order to mobilize and synchronize efforts. 

    Scenarios and visioning further allow to reflect strategically in settings of extreme uncertainty characterised by rapid and unpredictable changes. They offer advantages by not being limited to a particular course of events, and by not presupposing agreement or consensus. Offering a framework for collective conversations and continued reflection, scenarios thus have eminently dynamic and heuristic qualities. They are particularly valuable in the face of extreme uncertainties (Schwartz, 1991). Rather than focusing on ’problems’ or ’solutions’, emphasis lies on exploring different possibilities and their implications. This helps envisage action in the face of uncertain futures, but also supports openness in imagining and discussing various options.

    Narratives can function as bridging artefacts beyond the group where they were initially shaped, to the extent that they give sufficient contextual detail for abstract patterns of thought to be related to lived experiences, while not depending on disciplinary jargon or existing institutional framing.  Further significant characteristics are that they support action by including designation of responsible social agents, clarifying developments over time, and providing suggestions concerning possible causal links and consequences.  Scenarios can thereby offer scaffolding to become a starting point for further discussions, and provide a conceptual structured space for reflection, suggesting how different details fit in, are interconnected, and may evolve over time.

    In contexts of conflicts and sharply diverging interests, taking a purely technological approach to the challenges is not enough (Aggestam, 2015). The aim here is therefore not to evacuate the political, but to revisit the issues from another angle. Back-casting uses discontinuity creatively, making it possible to step beyond the conceptual constraints of a status quo, but to subsequently re-anchor the strategy in concrete specifics of the present to make it actionable.

    Finally, holistic reflection is supported by the compression that results from fitting highly complex issues into an ongoing conversation in a small group of people, with diverse backgrounds. The format makes it possible to draw on tacit and cultural knowledge, as well as the differing professional experiences of participants.

    Aggestam, K. (2015). Desecuritisation of water and the technocratic turn in peacebuilding. International Environmental Agreements: Politics, Law & Economics 15(3), 327-340.

    Broto et al. (2014). What can we learn about transitions for sustainability from infrastructure shocks? Technological Forecasting and Social Change, 84, 186-196.

    Geels, F. &  J. Schot (2010). The dynamics of socio-technical transitions: a socio-technical perspective. In Transitions to Sustainable Development: New Directions in the Study of Long Term Transformative Change. London: Routledge.

    Schwartz, P. (1991). The Art of the Long View. New York: Doubleday.

  • 39.
    Ericsson, Lina
    Jönköping University, Jönköping International Business School, JIBS, Political Science.
    The Ni-Vanuatu RSE-Worker: Earning, Spending, Saving, and Sending2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In April 2007, New Zealand (NZ) launched the Recognised Seasonal Employer (RSE) scheme.  The scheme allows for unskilled workers from the Pacific Islands to enjoy the benefits of seasonal work in NZ’s horticulture and viticulture industries for up to seven months at a time.  One of the articulated objectives of the scheme is to advance the effects on development in the countries of origin of the workers, for which remittances have been stressed as key-benefits. Although previous data and interviews concerning these aspects are marginal, all studies indicate clear benefits for Pacific Islanders.  In contrast, this study provides the novel insight to the individual views and perceptions of the earning, saving, spending and remittance possibilities of 23 Ni-Vanuatu RSE workers in June of 2008.  The findings indicate an absence of autonomy among the individual RSE workers to decide over and manage the spending of their respective incomes, along with negative implications on the potential for workers to send remittances while working in NZ.  Identified as the primary cause of this outcome, is the dual and simultaneous role that NZ based companies, on the one hand, can play as recruitment agents in Vanuatu, and on the other hand, as pastoral care agents in NZ.  This twofold capacity creates a middle hand situation that severely restricts the possibilities for the workers to access their wages while in NZ.  The conclusion therefore holds that, in this example of 23 Ni-Vanuatu RSE workers, the degree of remittances depends on the type of employment governing the participation of the workers in the scheme, as opposed to the individual spending and saving patterns, differences in earnings, or differences in the availability of work of each worker respectively.

  • 40.
    Evans, Kiah L.
    et al.
    Curtin University and Edith Cowan University.
    Millsteed, Jeannine
    Edith Cowan University.
    Richmond, Janet E.
    Edith Cowan University.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. Curtin University.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Curtin University.
    Working Sandwich Generation Women Utilize Strategies within and between Roles to Achieve Role Balance2016In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 11, no 6, article id e0157469Article in journal (Refereed)
    Abstract [en]

    Increasingly, women simultaneously balance the roles of mother, parental carer and worker. However, individual role balance strategies among these working ‘sandwich’ generation women have not been thoroughly explored. Eighteen women combining these three roles were interviewed about their individual role balance strategies. Findings were identified through the framework analysis technique, underpinned by the Model of Juggling Occupations. Achieving and maintaining role balance was explained as a complex process accomplished through a range of strategies. Findings revealed the women used six within-role balance strategies: living with integrity, being the best you can, doing what you love, loving what you do, remembering why and searching for signs of success. The women also described six between-role balance strategies: maintaining health and wellbeing, repressing perfectionism, managing time and energy, releasing responsibility, nurturing social connection and reciprocating. These findings provide a basis for health care providers to understand and potentially support working ‘sandwich’ generation women.

  • 41.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    From Eye to Us: Prerequisites for and levels of participation in mainstream school of persons with Autism Spectrum Conditions2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Children with Autism Spectrum Conditions (ASC) are included and thus expected to participate in mainstream schools. However, ASC are characterized by poor communication and difficulties in understanding social information; factors likely to have negative influences on participation. Hence, this thesis studied body functions hypothesized to affect social interaction and both perceived and observed participation of students with ASC in mainstream schools.

    Case-control studies were conducted to explore visual strategies used for face identification and required for recognition of facially expressed emotions in adults with ASC. Consistency of these visual strategies was tested in static and interactive dynamic conditions. A systematic review of the literature explored parents’ perceptions of factors contributing to inclusive school settings for their children with ASC. Questionnaires were used to investigate perceived participation in students with ASC and their classmates. Correlations between activities the students wanted to do and reported to participate in were identified. Teachers’ accuracy in rating their students with ASCs’ perception of participation was investigated. Furthermore, correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support and personal interest were examined. Correlations between teachers’ ratings and their reported classroom actions were also analysed. The frequency and level of engagement in social interactions of students with ASC and their classmates were also observed. Correlations between observed frequencies and self-rated levels of social interactions were explored.

    The International Classification of Functioning, Disability and Health-Version for Children and Youth (ICF-CY) has been used as a structural framework, since ICF-CY enables complex information to be ordered and possible interactions between aspects in different components and factors to be identified. In regard to Body Functioning, difficulties identifying faces and recognizing basic facially expressed emotions in adults with ASC were established. The visual strategies displayed a high stability across stimuli conditions. Teachers’ knowledge about their students with ASC, in addition to their ability to implement ASCspecific teaching strategies, was emphasized as enhancing Environmental Factors for participation. Students with ASC reported less participation and fewer social interactions than their classmates, which could be interpreted as activity limitations and participation restrictions. However, in regard to some activities, they may have participated to the extent they wanted to. Compared with classmates, observations of students with ASC showed that they participated less frequently in social interactions, but were not less involved when they actually did. No correlations were found between perceived participation and observed social interactions in students with ASC.

    Teachers rated their students with ASCs’ perceived participation with good precision. Their understanding of the students with ASCs’ perception correlated with activities to improve the attitudes of classmates and adaptation of tasks. No such correlations were found in regard to reported activities aimed at enhancing social relations.

    The ability to process faces is usually well established in adults. Poor face processing can impact social functioning and the difficulties in face processing found in adults with ASC are probably the result of

    developmental deviations during childhood. Therefore, monitoring and assessing face processing abilities in students with ASC is important, in order to tailor interventions that aim to enhance participation in the social environment of mainstream schools.

    Since participation is a complex construct, interventions need to be complex, as well. In order to facilitate positive peer relations, teachers need to provide Activities adapted to the interests and social abilities of the students with ASC, and in which students with and without ASC can experience positive interactions. This requires that teachers assess all aspects that can affect Participation, including Environmental Factors, and the student’s functioning in regard to Activities and Body Functions. To enhance social interactions, interventions must be planned based on these assessments. If needed, interventions may require teaching students with ASC visual strategies, in order to enhance face processing and thereby the ability to recognize faces and facially expressed emotions. Observations together with self-reported information regarding the students’ preferences and their involvement constitute a basis for the planning and evaluating of such interventions. To include self-determination aspects could allow for possible interventions to be tailored in line with the students’ perceived needs and their own wishes, rather than primarily meeting a standard set by a control group. However, good insight into the students’ perception of Participation may not be enough. In order to adapt teaching instructions, communication and activities teachers also need ASC specific knowledge.

  • 42.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Anderson, Katie
    Curtin University, Perth, WA, Australia.
    Joosten, Annette
    Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD. Curtin University, Perth, WA, Australia.
    Parents’ perspectives on inclusive schools for children with Autism Spectrum Conditions2015In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 62, no 1, p. 1-23Article, review/survey (Refereed)
    Abstract [en]

    Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.

  • 43.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Bjällmark, Anna
    KTH, Medicinsk bildteknik.
    Larsson, Matilda
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation.
    Recognition of facially expressed emotions and visual search strategies in adults with Asperger syndrome2011In: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 5, no 1, p. 210-217Article in journal (Refereed)
    Abstract [en]

    Can the disadvantages persons with Asperger syndrome frequently experience with reading facially expressed emotions be attributed to a different visual perception, affecting their scanning patterns? Visual search strategies, particularly regarding the importance of information from the eye area, and the ability to recognise facially expressed emotions were compared between 24 adults with Asperger syndrome and their matched controls. While wearing a head mounted eye tracker, the participants viewed 12 pairs of photos of faces. The first photo in each pair was cut up into puzzle pieces. Six of the 12 puzzle pieced photos had the eyes bisected. The second photo showed a happy, an angry and a surprised face of the same person as in the puzzle pieced photo. Differences in visual search strategies between the groups were established. Adults with Asperger syndrome had greater difficulties recognizing these basic emotions than controls. The distortion of the eye area affected the ability to identify emotions even more negatively for participants with Asperger syndrome.

  • 44.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 3, p. 191-201Article in journal (Refereed)
    Abstract [en]

    Objectives: To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in.

    Methods: Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools.

    Results: On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students’ perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted.

    Conclusion: Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between “I want to” and “I do” statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.

  • 45.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Larsson, M
    Bjällmark, Anna
    Department of Medical Engineering, School of Technology and Health, Royal Institute of Technology (KTH), Stockholm, Sweden.
    Falkmer, Torjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation.
    The importance of the eye area in face identification abilities and visual search strategies in persons with Asperger syndrome2010In: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 4, no 4, p. 724-730Article in journal (Refereed)
    Abstract [en]

    Partly claimed to explain social difficulties observed in people with Asperger syndrome, face identification and visual search strategies become important. Previous research findings are, however, disparate. In order to explore face identification abilities and visual search strategies, with special focus on the importance of the eye area, 24 adults with Asperger syndrome and matched controls viewed puzzle pieced photos of faces, in order to identify them as one of three intact photos of persons. Every second puzzle pieced photo had the eyes distorted. Fixation patterns were measured by an eye tracker. Adults with Asperger syndrome had greater difficulties in identifying faces than controls. However, the entire face identification superiority in controls was found in the condition when the eyes were distorted supporting that adults with Aspergers syndrome do use the eye region to a great extent in face identification. The visual search strategies in controls were more effective and relied on the use of the ‘face information triangle’, i.e. the two eyes and the mouth, while adults with Asperger syndrome had more fixations on other parts of the face, both when obtaining information and during the identification part, suggesting a less effective use of the ‘face information triangle’.

  • 46.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Oehlers, K
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation.
    Can you see it too? Correlations between observed and self-rated participation in mainstream schools for students with and without autism spectrum conditions.2012Manuscript (preprint) (Other academic)
  • 47.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Parsons, Richard
    School of Occupational Therapy and Social Work and Curtin Innovation Research Institute, Curtin University Perth, WA, Australia.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Looking through the Same Eyes?: Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?2012In: Autism Research and Treatment, ISSN 2090-1925, E-ISSN 2090-1933, Vol. 2012, p. 1-13Article in journal (Refereed)
    Abstract [en]

    To create an inclusive classroom and act accordingly, teachers’ understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers’ professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers’ ratings of their students with ASCs’ perception of participation matched with the students’ own ratings. Furthermore, possible correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers’ ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers’ and students’ ratings were moderate to high, and the ability to attune to the students’ perception of participation was not affected by the presence of a support-staff. The teachers’ personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers’ understandings of the students with ASCs’ perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC.

  • 48.
    Ferwerda, Bruce
    et al.
    Jönköping University, School of Engineering, JTH, Computer Science and Informatics.
    Yang, Emily
    Johannes Kepler University Linz, Austria.
    Schedl, Markus
    Johannes Kepler University Linz, Austria.
    Tkalcic, Marko
    Free University of Bozen-Bolzano, Italy.
    Personality and taxonomy preferences, and the influence of category choice on the user experience for music streaming services2019In: Multimedia tools and applications, ISSN 1380-7501, E-ISSN 1573-7721, Vol. 78, no 14, p. 20157-20190Article in journal (Refereed)
    Abstract [en]

    Music streaming services increasingly incorporate different ways for users to browse for music. Next to the commonly used “genre” taxonomy, nowadays additional taxonomies, such as mood and activities, are often used. As additional taxonomies have shown to be able to distract the user in their search, we looked at how to predict taxonomy preferences in order to counteract this. Additionally, we looked at how the number of categories presented within a taxonomy influences the user experience. We conducted an online user study where participants interacted with an application called “Tune-A-Find”. We measured taxonomy choice (i.e., mood, activity, or genre), individual differences (e.g., personality traits and music expertise factors), and different user experience factors (i.e., choice difficulty and satisfaction, perceived system usefulness and quality) when presenting either 6- or 24-categories within the picked taxonomy. Among 297 participants, we found that personality traits are related to music taxonomy preferences. Furthermore, our findings show that the number of categories within a taxonomy influences the user experience in different ways and is moderated by music expertise. Our findings can support personalized user interfaces in music streaming services. By knowing the user’s personality and expertise, the user interface can adapt to the user’s preferred way of music browsing and thereby mitigate the problems that music listeners are facing while finding their way through the abundance of music choices online nowadays.

  • 49.
    Gay-Perret, David
    et al.
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Mainali, Anup
    Jönköping University, Jönköping International Business School, JIBS, Business Administration.
    Entrepreneurs Driven by the Need for Self-Fulfillment: An exploration of the origin of such a need and how entrepreneurs work towards fulfilling it2012Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This paper is a Master Thesis studying the human need for Self-Fulfillment, presented as the equivalent of Self-Actualization, in the context of entrepreneurship. The problems identified in the field are the lack of literature on Self-Actualization in entrepreneurship although it is something observed in the world, the lack of empirical data in the field of motivation, and finally the fact Self-Actualization is a need leading an individual to contribute to his or her surrounding (unlike other needs), which makes understanding its consequences and origin all the more important. Two aspects were chosen to cover the topic: tracing the origin of the need and understanding how entrepreneurs fulfill it (for those using their compa-ny for that purpose). To do so, interviews consisting of 4 themes were carried out with 12 individuals having started and running their company (both genders, various cultural backgrounds, with companies of various size, age and industry), and driven by the need to Self-Fulfill. The main findings are the fact the individual’s mindset and attitudes seem to be what enables him or her to reach Self-Actualization, and these human qualities and characteristic could be gathered under the terms “Personal Development”. Also some people felt the need to Self-Actualize before starting the venture and thus have an idea of how to contribute: the company be-comes only a step in the process. Others reached the need after starting the company and see it as a set of opportunities to Self-Actualize. In both case however, a holistic view over the firm seems to be the only way to truly actualize through it: every aspect of the business needs to be focused on helping and improvement (not just the business idea). Finally, by expanding the findings made in entrepreneurship, this paper suggests that in general, Personal Development may  lead to society’s improvement and provides some suggestions to continue the study.

  • 50.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Against purity: living ethically in compromised times, by Alexis Shotwell, Minneapolis, University of Minnesota Press, 20162017In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, no 10, p. 1679-1681Article, book review (Other academic)
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