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The ability to detect and inactivate spore-forming bacteria is of significance within, for example, industrial, healthcare, and defense sectors. Not only are stringent protocols necessary for the inactivation of spores but robust procedures are also required to detect viable spores after an inactivation assay to evaluate the procedure’s success. UV radiation is a standard procedure to inactivate spores. However, there is limited understanding regarding its impact on spores’ spectral and morphological characteristics. A further insight into these UV-induced changes can significantly improve the design of spore decontamination procedures and verification assays. This work investigates the spectral and morphological changes to Bacillus thuringiensis spores after UV exposure. Using absorbance and fluorescence spectroscopy, we observe an exponential decay in the spectral intensity of amino acids and protein structures, as well as a logistic increase in dimerized DPA with increased UV exposure on bulk spore suspensions. Additionally, using micro-Raman spectroscopy, we observe DPA release and protein degradation with increased UV exposure. More specifically, the protein backbone’s 1600–1700 cm–1 amide I band decays slower than other amino acid-based structures. Last, using electron microscopy and light scattering measurements, we observe shriveling of the spore bodies with increased UV radiation, alongside the leaking of core content and disruption of proteinaceous coat and exosporium layers. Overall, this work utilized spectroscopy and electron microscopy techniques to gain new understanding of UV-induced spore inactivation relating to spore degradation and CaDPA release. The study also identified spectroscopic indicators that can be used to determine spore viability after inactivation. These findings have practical applications in the development of new spore decontamination and inactivation validation methods., Published as part of The Journal of Physical Chemistry B virtual special issue “Advances in Cellular Biophysics”.

Fentanyls are synthetic opioids up to 10,000 times more potent than morphine. Although initially developed for medical applications, fentanyl and its analogues have recently grown synonymous with the ongoing opioid epidemic. To combat the continued spread of these substances, there is a need for rapid and sensitive techniques for chemical detection. Surface-enhanced Raman spectroscopy (SERS) has the potential for trace detection of harmful chemical substances. However, vibrational spectra obtained by SERS often differ between SERS substrates, as well as compared with spectra from normal Raman (NR) spectroscopy. Herein, SERS and NR responses from two fentanyl analogues, carfentanil (CF) and thiofentanil (TF), were measured and analysed with support from density functional theory (DFT) modelling. Using commercially available silver nanopillar SERS substrates, the SERS signatures of samples diluted in acetonitrile between 0.01 and 1000 µg/mL were studied. Relative SERS peak intensities measured in the range of 220–1800 cm−1 vary with concentration, while SERS and NR spectra largely agree for CF at higher concentrations ((Formula presented.) 100 µg/mL). For TF, three distinct NR peaks at 262, 366 and 667 cm−1 are absent or strongly suppressed in the SERS spectrum, attributed to the lone-pair electrons of the thiophene's sulphur atom binding to the Ag surface. The concentration dependence of the Raman peak at (Formula presented.) 1000 cm−1, assigned to trigonal bending of the phenyl ring, approximately follows a Langmuir adsorption isotherm. This work elucidates similarities and differences between SERS and NR in fentanyl detection and discusses the chemical rationale behind these differences.

Den här skriften handlar om utomhuspedagogik ur olika pedagogiska perspektiv. Poänger och möjligheter med utomhuslärande lyfts upp, men även utmaningar som kan finnas i att genomföra pedagogiska verksamheter utomhus diskuteras. Kapitlen representerar också olika perspektiv på utomhuspedagogik. Författarna är pedagoger som tar sin utgångspunkt i varierande erfarenheter som deltagare, ledare, lärare och forskare i utomhuspedagogiska sammanhang i allt från ideella organisationer och naturskolor till förskola, grundskola, gymnasieskola, folkhögskola och universitet. Det finns likaså en bredd när det gäller bakgrund och utbildning inom såväl natur-, samhälls- och beteendevetenskap som humaniora och estetiska ämnen., Detta är en rapport i form av en antologi.Granskning:Rapporten är granskad genom intern peer-review inom författargruppen samt av redaktören.

This article presents and discusses findings from a qualitative study of Swedish adult education, with focus on meetings between counsellors and students and how counsellors translate and enact different expectations from policies and ethical guidelines, as well as from adult students. The results show that counsellors have an important role in the marketised and complex system of adult education in Sweden, both to guide people during the encounter with adult education and to guide and support them as students. A policy enactment emerges where counsellors are in conflict between different guidelines and are forced to compromise between the ethical ideal that they, as counsellors should always start from individual needs, and policy requirements concerning e.g. skills supply and labour-market integration., Funding: Swedish Research Council [2017-03603]

Swedish municipal adult education has many providers. The overall responsibility for this service still lies with the municipalities, entailing the enactment of national policy with respect to providers. This study puts focus on the discursive enactment of policy concerning quality in adult education. Five discourses on quality are identified through interviews with school leaders, teachers, and students, namely that quality is about formal demands and processes, that it is a matter of student focus, that it is about teachers’ competence and working conditions, that it is about teaching, and that quality depends on the student group. School leaders focus on formal and organisational aspects of quality, while teachers and students focus on actual processes in the classroom, connecting to their own work and lives. Compared to national policy, the local discourses are limited mainly to studying, teaching, organisation, and short-term outcomes, while long-term aims in national policy are less prominent.

National policy states that Swedish adult education should be flexible and individualized, based on students’ needs. However, adult education in Sweden is a municipal responsibility with a high level of decentralization. Drawing on national policies, this study focuses on how the concepts of flexibility and individualization are enacted locally and what consequences this has for teaching and learning. Starting from a teacher perspective and based on qualitative interviews with 50 teachers, the article analyses how policy requirements for offering flexible and individualized adult education are being enacted, and what the consequences of this are for teaching and learning. The findings show how flexibility and individualization are put into practice through measures such as a fast study pace, continuous admission of students, and pressure on municipalities to maintain a broad course offer, often by turning to distance education. This enactment makes it easier for adult learners to fit education into their lives, but it also has consequences for the quality of teaching and learning. It is causing fragmentation, a learning environment where interactions mainly occur on an individual basis, an instrumental view of education, and teachers experiencing high workloads and low autonomy in making pedagogical decisions., Funding agency: the Vetenskapsrådet (The Swedish Research Council) under Grant number [2017- 03603]

Den svenska utbildningen till undersköterska är på gymnasial nivå och finns både på ungdomsgymnasiet och i vuxenutbildningen. För att säkerställa kompetensen hos äldreomsorgens personal i Sverige har både utbildningen och yrket undersköterska genomgått stora förändringar de senaste åren. En explorativ dokumentanalys har genomförts som synliggör hur normer och värderingar uttrycks i myndigheterna Skolverkets och Socialstyrelsens bindande föreskrifter som behandlar utbildning samt kunskaps- och kompetenskrav för äldreomsorgens personal. Analysen visar att dessa politiskt styrda aktörer ibland har olika begreppsapparater, vilket exempelvis återspeglas i de lagrum som accentueras i respektive föreskrifter. En diskrepans gäller Socialstyrelsens kompetenskrav på vilka lagar och förordningar som personalen ska ha kunskap om, vilka inte återfinns i Skolverkets styrdokument. När det gäller kultur, normer och värderingar ska eleverna lära sig om andra kulturer och hur omsorgstagare med annan bakgrund ska bemötas. Detta skulle kunna tolkas som att de redan förväntas besitta kunskap om och ha tillskansat sig de normer och värderingar som finns i samhället men framför allt inom äldreomsorgen, samt har anammat och kan applicera dem i arbetet – trots att nära hälften av de yrkeselever som väljer att läsa en vård- och omsorgsutbildning på vuxenutbildningen idag är utrikesfödda. I analysen har begrepp från teorin om situerat lärande använts. Begreppet politiskt praktiklandskap är centralt för att förstå betydelsen av myndigheternas föreskrifter för utbildningens och äldreomsorgens praktikgemenskaper, och vikten av yrkeslärarnas kunskapsförmåga, det vill säga att ha kunskap om stora delar av praktiklandskapet, framträder. Vidare diskuteras hur läraren får en nyckelroll för att i utbildningen överbrygga de skillnader som identifierats mellan de två myndigheternas bindande föreskrifter. En slutsats som kan dras är att mer kunskap behövs om var och hur normer och värderingar förs fram o, The Swedish education for assistant nurses, offered at the secondary level in upper secondary school and adult education, has undergone significant transformations to ensure competent personnel in elderly care. An explorative document analysis was conducted to investigate how norms and values are expressed in the regulations of the Swedish National Agency for Education and the National Board of Health and Welfare, and the knowledge and competence requirements for elderly care personnel. The analysis reveals a discrepancy between the National Board of Health and Welfare’s competence requirements, which include specific laws and regulations not addressed in the Swedish National Agency for Education’s governing documents. Concerning culture, norms, and values, students are expected to learn about other cultures and to treat care recipients from diverse backgrounds. This expectation suggests an assumption of pre-existing knowledge and adoption of societal norms, despite nearly half of the health care students in adult education being foreign-born. Drawing on the theory of situated learning, the analysis emphasizes the political landscape of practice to understand the significance of regulatory authorities for communities of practice in education and elderly care. The vocational teachers’ awareness of different parts od this landscape is crucial. The article also highlights the teacher’s key role in bridging the differences identified between the authorities’ binding regulations within the educational context. A conclusion drawn is that more knowledge is needed about where and how norms and values are conveyed and discussed in the communities of practice in adult education and elderly care.

This article explores how the Swedish policy of municipal adulteducation (MAE) is interpreted, translated, and enacted instudy and career counselling. The data consists of semistructured interviews with adult education leaders and studyand career counsellors. Swedish MAE is characterised by extensive marketisation, with many different providers, whichmakes the education system complex. The findings showthat a study and career counsellor is characterised as a keyperson for both the students and the organisation, with a roleas a marketer and ‘map reader’ for applicants, in addition toresponsibilities in admissions, the validation and mapping ofstudents’ knowledge, and quality work. The counsellorbecomes a hub in a system that applicants and students finddifficult to navigate and fulfils a vital function in the marketingof adult education and quality work. Thus, this complex systemrequires more resources for counselling to function to thebenefit of the individual student. However, there is no clearregulation for how counselling should be organised, whichmeans that counselling is organised in different ways in different municipalities with different providers. This in turn meansthat the availability of adequate counselling may depend onthe municipality in which you live., Funding agency: Swedish Research Council under Grant number 2017-03603

When someone violates a social norm, others may think that some sanction would be appropriate. We examine how the experience of emotions like anger and disgust relate to the judged appropriateness of sanctions, in a pre-registered analysis of data from a large-scale study in 56 societies. Across the world, we find that individuals who experience anger and disgust over a norm violation are more likely to endorse confrontation, ostracism and, to a smaller extent, gossip. Moreover, we find that the experience of anger is consistently the strongest predictor of judgments of confrontation, compared to other emotions. Although the link between state-based emotions and judgments may seem universal, its strength varies across countries. Aligned with theoretical predictions, this link is stronger in societies, and among individuals, that place higher value on individual autonomy. Thus, autonomy values may increase the role that emotions play in guiding judgments of social sanctions.

Avslutningsvis vill vi följa upp och knyta samman kapitlen i denna skrift i en reflektion kring vad utomhuspedagogiken kan få för konsekvenser för pedagogen ur ett ledarperspektiv., Detta är ett kapitel i en rapport i form av en antologi.

Lärandet är livslångt. Det betyder inte att alla ska gå i skolan hela livet. Skolan och hela det formella utbildningssystemet är bara en del av de möjligheter till lärande som livet erbjuder. I Sverige finns också omfattande möjligheter till lärande i icke-formella sammanhang, det vill säga organiserade verksamheter som är inriktade på att de som deltar ska lära sig och utvecklas, men där verksamheter och aktiviteter inte är styrda av läroplaner eller lagar och förordningar. Livslångt lärande innefattar dessutom det informella lärandet, som kan ske på eget initiativ och på egen hand, och som inte alltid är avsiktligt utan även kan vara en ”bieffekt” av att vi arbetar för att försörja oss eller ägnar oss åt fritidsaktiviteter för nöjes skull. Att lärandet sker i många olika sammanhang brukar beskrivas som att det inte bara är livslångt utan även ”livsvitt”., Detta är ett kapitel i en rapport i form av en antologi.

Den här skriften handlar om utomhuspedagogik ur olika pedagogiska perspektiv. Poänger och möjligheter med utomhuslärande lyfts upp, men även utmaningar som kan finnas i att genomföra pedagogiska verksamheter utomhus diskuteras. Kapitlen representerar också olika perspektiv på utomhuspedagogik. Författarna är pedagoger som tar sin utgångspunkt i varierande erfarenheter som deltagare, ledare, lärare och forskare i utomhuspedagogiska sammanhang i allt från ideella organisationer och naturskolor till förskola, grundskola, gymnasieskola, folkhögskola och universitet. Det finns likaså en bredd när det gäller bakgrund och utbildning inom såväl natur-, samhälls- och beteendevetenskap som humaniora och estetiska ämnen., Detta är ett kapitel i en rapport i form av en antologi.