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The COVID-19 pandemic has occasioned a great deal of ethical reflection both in general and on the issue of reverse triage; a practice that effectively reallocates resources from one patient to another on the basis of the latter having a more favourable clinical prognosis. This paper addresses a specific concern that has arisen in relation to such proposals: the potential reallocation of ventilators relied upon by disabled or chronically ill patients. This issue is examined via three morally parallel scenarios. First, the standard reallocation of a ventilator in accordance with reverse triage protocols; second, the reallocation of a personal ventilator from a chronically ill patient ordinarily reliant on it; and, third, the reallocation of a personal ventilator owned by a financially privileged individual but who is not ordinarily reliant on it. This paper suggests that whilst property rights cannot resolve these scenarios in a satisfactory manner, it may be possible to do so if we draw on the resources of phenomenology. However, in contradistinction to a recent paper on this topic (Reynolds et al. 2021), we argue that ethical claims to ventilators are not well grounded by the overly demanding notion that they are embodied objects. We suggest that the alternative phenomenological notion of homelikeness provides for a more plausible resolution of the issue. The personal ventilators of individuals who commonly rely upon them become part of their ordinary, everyday or homelike being. They are a necessary part of the continuation or maintenance of their basic state of health or wellbeing and the reallocation of such objects is unethical. Keywords: Phenomenology, COVID-19, Pandemic, Triage, Reverse triage, Ventilation, Chronic illness, Allocation of resources

In the discussion of Postcolonial Englishes, Cameroon English is a well-known variety, yet many of its features have not been fully described. One of these features is adverbs and their syntactic positioning. Hence, the present paper aims to show that the input-oriented feature specifications of adverbs and their syntactic positioning have undergone certain innovation processes in Cameroon English. These innovations include placement of adverbials to permit the SVAO information structure, employment of adjectives ending in -ly as adverbs, formation of adverbs from nouns by adding the suffix –ly, substitution of adjectives for adverbs, placement of adverbials after the verb in verb + long object clause, placement of an adverb modifying a participle after the word it modifies, and placement of adverbials of time between the subject and verb. The paper argues that the motivation behind novel adverbs as well as novel syntactic positioning of adverbs stems from the co-existence of English and many other languages in the linguistic ecology of Cameroon. The innovations can be codified into a variety-specific grammar of Cameroon English in its construction and semiotization of Cameroonians’ sense of socio-cultural and linguistic identity.

In this paper I will take a look at how one can facilitate the change in consumption through social inno­vation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and crafts, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: How can we, based on the subject of Art and crafts in primary schools, facilitate the change in consumption through social innovation?

This paper presents a case study of preservice kindergarten teachers’ use of new form of digital imagery. The paper introduces spherical cameras and digital microscopes and discusses their affordances when introduced in practical use in in teacher education and in kindergartens. The use in kindergartens was introduced through a class of 34 teacher students in kindergarten education. The students were special­izing in Arts and design at Western Norway University of Applied Sciences. The use of images from spherical cameras and digital microscopes is discussed and analysed, based on data from student responses through two questionnaires, group presentations and discussions in class, and an analysis of various media material produced by students.

This contribution offers a reflection on the shift in social science towards participative enquiry and collaborative research practices. In doing so, the paper challenges the common conception that the methodological indeterminacy that participatory research may occasion undermines its scientific credentials by rendering its processes and outcomes vulnerable to idiosyncratic events, subjective interpretations, local variability and chancy outcomes. The focus of the article is not just that participatory processes require research flexibility to enhance the pragmatic outcomes of research, but that the researcher’s theory and methodology may need to be recalibrated from discipline-controlled givens to publicly-negotiable points of departure. This latter point expands the paper’s argument to advocate for research that has “the power to be affected” (Hardt 2007, x) by the views, feelings and experiences of those it targets, and of those affected by its processes and conclusions. Using video-reflexive ethnography to illustrate this point, the article exemplifies what it means for the researcher(s) to be affected by the constraints inherent in their own research approach and disciplinary priorities (Iedema 2021).

I denne artikkelen utforsker vi hvordan barnevernets risikoorientering og barnesentrering kan få utilsiktede konsekvenser for profesjonell praksis. Alvorlige barnevernssaker innebærer utfordrende og vanskelige vurderinger, hvor de etiske dilemmaene blir ekstra krevende. Vi undersøker hvordan økt fokus på avdekking av alvorlig vold og omsorgssvikt har virket inn på barnevernets arbeid, på hvilken måte foreldre opplever barnevernet som problemfokusert i samarbeidet og hvordan dette svekker tilliten til fagpersoner som skal hjelpe dem. I en tid hvor barnevernet er utsatt for sterk kritikk både internasjonalt og nasjonalt, og hvor denne kritikken retter seg mot barnevernets manglende fokus på gjenforening og tilrettelegging for samvær mellom barn og foreldre, ønsker vi å bidra til en kritisk reflekterende diskusjon om hvordan den politiske, sosiale og internasjonale sammenhengen som det norske barnevernet inngår i, virker inn på faglige dreininger i praksis. Våre analyser bygger på empiri fra to Ph.D.-prosjekter som omhandler henholdsvis barn som opplever vold i nære relasjoner, og oppfølging av foreldre som er fratatt omsorgen for sine barn. English abstract Child centring and risk aversion in Norwegian Child Welfare Services: Challenges in professional practice in cases of child abuse and maltreatment In this paper, we explore how child-centric practice and focus on risk aversion in Norwegian Child and family Welfare Service (CWS) may have unintended consequences for professional practice. Serious child welfare cases involve challenging and difficult assessments, where the ethical dilemmas become extra demanding. We examine how the focus on uncovering severe violence and neglect has affected CWS’s practice, how parents experience the CWS as problem-focused and how this impairs the trust in the professionals. Norwegian CWS is currently experiencing heavy criticism, both nationally and internationally. The critique is directed towards lack of focus on the children reuniting with their parents. In this paper, we aim to critically discuss how the political, social and global context impacts professional directions in the Norwegian CWS’s practice. Our analysis builds upon empirical findings from the authors’ two Ph.D.-studies dealing with children’s experiences of child abuse and maltreatment and parents experiences of losing their children to public care.

The paper argues that Swedish preschool teachers tend to be depicted mainly as subjects for policy implementation when it comes to their mission to teach in preschool. Taking the perspective of inside-out-professionalism, the paper aims to make visible how preschool teachers have developed professional knowledge about teaching from within the preschool context. The methodology is based on content analysis of semi-structured interviews with ten experienced preschool teachers. Teaching is defined openly as a conscious arrangement for learning. Dewey’s notions of experience, environment and subject content further informed the interpretation of the results. Two main categories were discerned, both emphasising the experience and active participation of the child: identifying potential subject components in children’s experience, and arranging an environment in which the child becomes a part. Each main category further included two sub-categories. Thus the present issue of implementing teaching in preschool could gain from research on established preschool practice based on inside-out-professionalism and made visible through Dewey’s theorical lens.

Sustainability and environment are topics with increasing importance. We all have responsibility to make the way towards a more sustainable society shorter, and it also applies to medical laboratories. Department of Medical Biochemistry and Pharmacology (MBF) at Laboratory Medicine and Pathology at Helse Bergen wanted to get an overview of knowledge and attitudes about waste management among the employees. In the project, an anonymous questionnaire was answered by 131 employees at MBF (response rate 39 %). The purpose of this mapping was to be able to use the results in the way forward towards a greener laboratory. The results show that cardboard and paper, soft and hard plastics are the most sorted, and in general it is perceived as easy to sort at the workplace. But there may be room for improvement, such as greater availability and better labeling of waste containers, and more training. Despite the positive attitude towards source sorting at the department, the study shows that the participants are willing to become even better.

The Battle over Knowledge in Teacher Education: An Analysis of Knowledge Discourses in the Integrated Teacher Education Programs in Norway. Different forms of knowledge are at play in teacher education and there is an ongoing debate as to which form of knowledge should set the premises. Policy documents call for a more research-based teacher education close to practice and, therefore, integrated teacher education [ITE] programs have been established. This paper has aimed to explore different forms of knowledge that are formed in practice in the former and new national guidelines for the ITE programs in Norway, using Basil Bernstein’s concept of vertical and horizontal knowledge discourses. The findings indicate a change from the former guidelines, where most of the focus was on experience-based knowledge in practice, to where there is now more focus on research-based knowledge. Therefore, the article discusses the relation between researched-based and experience-based knowledge and the consequences for teacher education as a profession-orientated program when research-based knowledge takes the lead and experienced-based knowledge lags behind.

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Copyright of Samfundsøkonomen is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Juristen is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Økonomi & Politik is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Spiritual care can improve patients' physical and emotional well-being, but patients at the end of life often experience that their spiritual needs are not sufficiently met by healthcare professionals. Object: This study evaluates the effect and experiences of a training course in spiritual care for 30 nurses at a Danish hospice. Methods: Before-and-after questionnaire and focus-group interviews were applied. Results: The course focused primarily on the nurses and their personal and collegial reflections on spiritual care, whereas increased spiritual care for patients seemed to be a secondary outcome of the course. There was a significant statistical correlation between the nurses' values and spirituality, and their confidence in being able to exercise spiritual care for patients. Conclusion: The training course facilitated spiritual empowerment, collegial spiritual care, and spiritual language among the nurses, which led to increased spiritual care for patients. [ABSTRACT FROM AUTHOR]

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Resumé I artiklen præsenteres analyser fra en tværgående udviklingsgruppe af læreruddannere indenfor naturfag, der har undersøgt muligheder og udfordringer relateret til integreret praktik. Teoretisk samles der op på forskning under disse overskrifter: integreret praktik, sammenhæng og progression, og praksisbaseret læreruddannelse. Empirisk indgår materiale fra workshops i udviklingsgruppen, både audiooptagede dialoger og forløbsskitser. Det samlede materiale kondenseres i en model til analyse og videreudvikling af forløb med integreret praktik og diskuteres under en række tematiske overskrifter. Betydningen af den organisatoriske rammesætning på professionshøjskolerne fremhæves, herunder bekymring for, at større fag som dansk og matematik prioriteres, hvilket paradoksalt nok kan forringe muligheder for praksissamarbejde i naturfag. Der præsenteres forskellige eksempler, hvor bevægelsen af både aktører og artefakter på tværs af uddannelsens arenaer er en væsentlig pointe, og hvor der på forskellige måder indgår en progression fra beskyttede øvebaner, fx med praksisapproksimationer på campus, til den fulde kompleksitet i åben praksis. Abstract The paper presents analyses from a national group of science teacher educators examining possibilities and challenges related to integrated school practice. In the theoretical background there is a condensation of research organized under the headings: integrated school practice, coherence and progression, and practice-based teacher education. The empirical material consists of audio-recordings from workshops and sketched progressions. A model is presented aimed to be used in analyses of integrated school practice and discussed under thematic headings. The importance of the organizational framing is emphasized, including worries that the larger subjects like Danish and Mathematics will be prioritized, thus paradoxically leading to less practice cooperation in science. A range of examples are presented, where the movement across the arenas of teacher education is a key point and where there in various ways have been worked with a progression from protected practice for example with approximations of practice at campus to the full authenticity at schools.

Resumé Teknologiforståelse er på den uddannelsespolitiske dagsorden, men det er stadig uklart, hvordan teknologiforståelsesfagligheden skal indgå i læreruddannelse og i folkeskole. Et casebaseret observationsstudie undersøger mulige læringspotentialer ved at integrere teknologiforståelse i eksisterende fag. Studiets empiriske grundlag er fire cases, som stammer fra gennemførte undervisningsaktiviteter, hvor teknologiforståelse som noget nyt er integreret i matematik på læreruddannelsen og i fysik/kemi, håndværk og design og dansk i folkeskolen. Data indsamles gennem deltagerobservation og interview. En induktiv temaanalyse danner grundlag for fund af to læringspotentialer: 1) Digitale teknologier kan både understøtte forståelse og gøre opmærksom på misforståelser af faglige begreber. 2) Samfundsmæssige problemstillinger, hvor teknologi spiller en væsentlig rolle, kan bringes i spil, når teknologiforståelse integreres i fag. Studiet fastslår, at der er læringspotentialer ved at integrere teknologiforståelse i eksisterende fag, men at der også kan være reelle udfordringer, som der skal tages højde for. Abstract This paper examines the learning potential of integrating technology comprehension in existing courses through a case-based observation study. The empirical foundation of the study consists of four revelatory cases that stem from completed teaching activities in which technology comprehension is integrated. Data is collected through observations and interviews. An inductive thematic analysis forms the basis for identifying two learning potentials. 1) Digital technologies can both support understanding and draw attention to misunderstandings of academic concepts. 2) Societal issues where technology plays a significant role can be brought into play when technological literacy is integrated into subjects. The case study states that there is learning potential in integrating technology comprehension into existing subjects, but there may also be real challenges that must be considered.

This paper aims to show how Alexander Technique (AT) can serve as a tool in embodied learning processes. The use of AT was explored with a group of 21 students, seven teachers, and three AT teachers who were practicing and performing musical theatre repertoire. Principles of action research methodology informed the projects. The research found that AT offered increased awareness of connections between thoughts, body and environment. Knowledge in embodied learning processes empowered the students in terms of better observation and rehearsal routines. We argue that these results might have implications for the field of embodied teaching and learning. Furthermore, the results may offer an invitation towards increased focus on embodiment in learning experiences within other fields as well.

Children are often given a name based in some part on the sex they were assigned at birth. For trans youth, their given name does not always reflect their gender and so an aspect of their transition often includes changing their name. Drawing on interviews with trans youth in Australia, Ireland and Canada, I explore how trans youths’ naming practices offer insight into the ways that they express their desire for intelligibility and safety, while simultaneously navigating gender norms and a new sense of identity. In this paper, I engage with trans studies and critical child studies to argue that naming practices are a trans technology that trans youth use to strategically navigate gender. For some trans youth, chosen first names are described as way to be seen as one of the two societally recognized genders (man or woman), and for others, their chosen first name reflects their resistance to cisnormativity and naming practices that adhere to binary gender norms.

When Russian troops entered Ukrainian territory in February 2022, it opened up a new bloody chapter in European history. The military confrontation is deeply entangled with a religious shaped image arisen from the Russian Orthodox Church and the long history of state–church relations in the Orthodox world. This relationship to the state is a pragmatic embrace of secular power with theological roots, but the war has revealed the tension in Orthodox political theology. The state-embracing ideal is in contrast to the monastic ideal of a heavenly citizenship, which refuses to be deployed by the state. The political alliance between state and church has theological implications that continue to be present in the war preaching of the Russian Patriarch Kirill through 2022. In opposition stands an emerging new theological position in Ukraine, the Maidan theology, of among others Cyril Hovorun. This paper is an assessment of these two positions and their complex relationship in Orthodox theology in light of the war. The analysis points towards traditions of both of these two ideals in the early church; traditions that have become a point of reference in Orthodox political theological debates.

This paper is concerned with innovation and inspired by crystallization as a methodological and textual practice. It does not solely claim crystallization as a framework for researching innovation, but in its multi-faceted perspectives and vocabulary seeks to do crystallization, that is, to represent and perform innovation. This endeavor is necessarily multi-temporal in the sense that the parts are not assembled to produce a linear argument or narrative. They do not come together nicely in the end, and yet they perform an antidote to manageable, hurried innovation. As such, it should be read as a counter to the idea that innovation can be forced forward, and equally as an invitation to take time and make space for ideas, thoughts, and problems to meander and for inspiration to come from unexpected sources, in innovation efforts and in research. Some readers may be inspired to write and add more partial perspectives, thus contributing to ongoing knowledge creation about “innovation” and “writing” and the abundance of ways in which the two can combine.

In this paper the integration of international understanding into design education will be discussed. Through an exposition of UNESCO's concept of Education for international understanding. I will discuss the fundamental goal of promoting world peace and the artistic vision of “understanding”. It will discuss what positive educational explorations and practices design education can undertake to expand the humanistic connotations of international understanding, promote intercultural understanding, and peaceful and friendly development, and what basic qualities it should cultivate.

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Copyright of Nordic Early Childhood Educational Research / Nordisk Barnehageforskning is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Internasjonal Politikk is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Teaching & Learning in Higher Education / Dansk Universitetspaedagogisk Tidsskrift is the property of University of Southern Denmark, Department of Business Communication & Information Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Teaching & Learning in Higher Education / Dansk Universitetspaedagogisk Tidsskrift is the property of University of Southern Denmark, Department of Business Communication & Information Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Juristen is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Juristen is the property of Djøf Forlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kulturstudier is the property of Dansk Historisk Faellesraad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kulturstudier is the property of Dansk Historisk Faellesraad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many philosophers have pointed out that a compromise that is fair in one sense can be unfair in another. In this paper, I will briefly introduce different ways in which compromises can be “fair” and then analyze them. In particular, I compare the importance of what I call (a) split-the-difference fairness and (b) end-state fairness. I will defend split-the-difference fairness against an important objection—that a person’s false belief about her fair share does not change what her fair share actually is. To allow such a notion would be rather like allowing her false belief to alter what is actually true. Nevertheless, I aim to provide support for the idea that sometimes it may make sense to consider people’s actual beliefs, even if they are false. However, I do not take a strong position on the question of what the most important sense of fairness is with regard to compromises. Keywords: Compromise, fairness, distribution, agreement, false beliefs

An increasing number of cities around the globe aim to become Smart Cities through the implementation of a range of Information and Communication technologies (ICT), AI applications and cloud-based IoT solutions. While the underlying motivations vary, all such transitions require large amounts of data. In this paper, we articulate and defend two claims about privacy in a Smart City. Our first claim is that some level of systematic data collection and processing is ethically permissible. However, there is an upper limit for what is permissible: We suggest that it is never permissible to collect and process data that significantly undermine people’s autonomy. Our second claim specifies when such minor privacy infringements that do not significantly undermine people’s autonomy are permissible: We suggest that the only policies legitimized by the first claim are those that promote the collective good. Keywords: smart city, privacy, autonomy, natural right, collective good

Abstract In our society, programming and IT literacy are important skills. However, in introductory courses in higher education, there is a struggle to design the coursework in a way that engages and motivates both beginners and people who already know some code. This paper presents a case study that explores the design of optional exercise sessions as a shorter 'fast track' for experienced or well-prepared students, and a longer 'normal track' for those who need help with the technical parts of the coursework. The case is analysed using self-determination theory to investigate student motivation in such a design. Students perform well and are generally happy to be able to choose between tracks to find their own fit. Whether a 2-day induction workshop or a track split leads to the best learning environment is a question for future research.

The concept of character formation (Danish: dannelse; German: Bildung) is contested. This paper firstly outlines (quite briefly) a theory of ’dannelse’, dannelse as humanity/being humane, by introducing the ideal of impartiality. This implies that the concept of ’dannelse’ is derived from the philosophy of culture/philosophical anthropology, and then moved into pedagogical philosophy, thereby shifting position from something to be achieved towards a guidance. Secondly, it will be presented why and how this is meaningful for pedagogic, education and teaching, including how it helps and guides teaching, understanding, choice, and defense of subject matters. This includes, thirdly, presenting in which way thinking along a notion of ’dannelse’ gives meaning to the concept of truth, and assists in handling the ideals of enlightenment (reason, freedom, and knowledge), without ignoring the complexity and darker sides of human being.

Emphasis on the need for Norwegian student teachers to conduct part of their teacher education programme abroad is increasing. Among the arguments for this emphasis is the idea that globally aware teachers have better intercultural competence that can facilitate sustainable development and more just education. Evidence to support these claims is contested. In this paper, we explore how facilitators of student teachers’ mobility between Norway and countries in the Global South reflect on student mobility as part of the (de)colonial project. We apply decolonial frameworks (Mbembe, 2016; Mignolo, 2021) that interrogate the colonial matrix of power (CMP) (Quijano, 2000) to identify and challenge colonial relations and expectations. Findings are based on interviews from four facilitators from Tanzania and Zambia (Global South) and three teacher educators from Norway (Global North) who facilitate Norwegian student teachers’ mobility. The findings show that student facilitators from the Global North had more freedom to shape mobility activities, including the freedom to choose partners, reproducing asymmetrical power relations exerted through mobility.

care educations. Danish law states that vocational education and training, VET, must contribute to developing pupils´ interest in, and ability to participate actively in democratic society. Based on Dewey’s theory, this paper focuses on managers´ perspectives on implementing the intention of the law. This is done through interviews with managers from social and health care colleges (the school) and with managers from elder care institutions where training takes place (the employer). The results show an awareness and an interest in democracy but also that it can be interpreted in many ways. Hence, there is a potential for pupils´ participation in democracy in different situations in VET. However, it is challenging to connect different pupils´ knowledge of democracy, impressions from the college, experiences from the training, and to contribute to a reflection on democracy.

Background/objective: Blood donation is considered to be a safe procedure, however, sometimes vasovagal reactions (VVRs) with various degrees of severity can occur. This paper provides an overview of the incidence of VVR with a focus on vasovagal syncope (VVS, temporary loss of consciousness), risk factors, and possible consequences of VVR/VVS for donors, as well as effects of interventions that are used to reduce VVR/VVS among blood donors. We also discuss mechanisms underlying VVS and evolutionary explanations for VVS. Methods: Relevant studies were found by search in PubMed. Results: Reported incidence of VVS varies from 0.1% to 0.5%, with higher incidence among younger and first-time donors, but mixed results have been found for gender differences: whereas some studies report higher incidence among female donors, other studies find no differences. Anxiety, fear of needles or seeing blood are frequent triggers of VVR/VVS, particularly among first-time donors. Donors who have experienced VVR/VVS are less likely to return to donate. Physiologic interventions such as pre-donation water intake and applied muscle tension during donation, alone or in combination, have shown effect in reducing VVR/VVS in several studies. Psychological interventions such as distraction and social support have also shown to reduce the risk of VVR/VVS. From an evolutionary perspective, VVS may have had a survival advantage in the distant past.

Composing remains a male-dominated field within the domain of Western art music. Through analysis of two case studies of composing education schemes in Finland (Equity in Composing/Yhdenvertaisesti säveltäen), and England (Young Composers Project), this paper seeks to better understand how music education may play a role in addressing and alleviating gender inequality in music composing. Thematic analysis of qualitative data identified three ways in which the two educational projects addressed issues related to inequality in composing, namely by (1) challenging narrow perceptions of “The Composer”; (2) addressing the lack of diverse role models; and (3) introducing diverse pedagogical approaches in composing. The findings illustrate how music education has the potential to challenge narrow and stereotypical perceptions of what it is to become and be a composer, and provide alternative and more diverse narratives.

Nudges and incentives can be—and are—used in physiotherapy treatment to alter and steer patients’ behaviour. In this paper, we first investigate the conceptual difference between nudges and incentives. Thereafter, we conduct an ethical analysis of these two techniques for influencing behaviour, pointing to different aspects that may have ethical importance for physiotherapy practise. We conclude that while employing nudges and incentives in physiotherapy treatment raises distinct ethical issues in light of their conceptual differences, there is a common moral imperative for physiotherapists to provide and discuss the reasons for employing nudges and incentives with the public and/or the patients.

Fiction is often incorporated into the teaching of history in Swedish high schools. However, critical thinking skills are required in order to distinguish historical truths from the artistic freedom of fiction, not least because types of data that constitute historical evidence frequently lack information about the thoughts, feelings and beliefs of the people involved. In providing such elements, literature may either distort understanding of the past or help to develop the critical thinking skills needed when considering historical evidence. This paper includes an empirical examination of how six Swedish teenagers responded to Markus Zusakʼs novel, The Book Thief. The interviews revealed that Zusakʼs narrative style affords critical thinking, but also that collective reasoning and guidance are needed.

The study in this paper aims to contribute knowledge about what characterizes STREAM didaktik in preschool based on a theory-informed teaching arrangement in an ULF[i] network. The study is guided by the question: What can characterize STREAM didaktik in preschool with a focus on literac/y/(ies) in what and who/which questions? Theoretically, the study is connected to three main concepts: STREAM, didaktik and literacy. The material consists of 85 documents, totalling 14, 200 words and 2.5 hours of film focusing on planning and conducting teaching in preschool. The knowledge contribution is: 1) STREAM didaktik with literacy(s) in focus appears as a relation between general didaktik and subject didaktik in preschool, 2) STREAM didaktik with literacy(s) in focus can also be seen as a bridge between opening to the unknown and searching for the known in a movement between planned and spontaneous teaching in preschool, and 3) STREAM didaktik with focus on literacy(s) in what and who/which questions can be tried in terms of STREAM actors. [i] ULF är en förkortning av Utbildning, Lärande och Forskning (https://www.ulfavtal.se/). Länk till vårt ULF-nätverk

The present paper holds a twofold perspective on a new teaching format in a linear algebra course given to engineering students. The design resembles the flipped classroom, but with various adjustments. The first part highlights the basis on which the design was built, both research results and practical issues, but also the implementation of the teaching. It did not proceed quite as expected. The second part focuses on the outcome. It concentrates on students’ feedback on learning in the course. To inform this part, answers to a questionnaire is related to results from a previous linear algebra course that was taught traditionally, and to students’ interpretation of achievements. Drawing both on the analyses of data and research literature, an adjusted teaching format is suggested to better facilitate for learning. This contributes to knowledge on how research-based teaching arrangements may develop.