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  • 251.
    Ali, Maimun
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Chaimoon, Ansaree
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Palliativ vård: Patienters upplevelse av att vara i palliativt skede2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den palliativa vården är att öka livskvalitén för patienter i ett palliativt skede genom att lindra det fysiska, psykiska, sociala och existentiella/andliga lidandet hos patienten. Förutom att behandla patienten syftar även den palliativa vården till att ge stöd och hjälp till den sjuka patientens anhöriga och närstående. Grundinställningen i den palliativa vården är att alla människor är lika värda och vård ska erbjudas oavsett ålder eller bakomliggande sjukdomsdiagnos. Syftet med studien är att beskriva patientens upplevelse av att vara i ett palliativt skede. Uppsatsen är en litteraturstudie som baseras på tio kvalitativa artiklar och analyseras med hjälp av Axelssons analysmetod. Utifrån fem olika huvudteman med tillhörande undertema presenteras studiens resultat, se tabell 3. Huvudteman är kommunikationsbehov, olika dimensioner av lidande, förändrad självbild, hopp i olika dimensioner och platsens betydelse.

    Resultat visar att en god kommunikation mellan vårdaren och den palliativa patienten ökar patientens förtroende för vårdaren och bidrar till att patienterna känner trygghet och delaktighet. Resultatet visar även att patienten upplever lidande, det vill säga psykologiskt, fysiologiskt, socialt samt existentiellt/andligt lidande. Vidare visar resultatet att miljön som patienten vårdas i har betydelse för hur patienten upplever det palliativa skedet. I diskussionen belyses vikten av att sjuksköterskan har ett etiskt förhållningssätt i den palliativa vården. Att ha ett etiskt förhållningssätt innebär att vara öppen, lyhörd, uppmärksam och att respektera patienten som en värdig individ. Vilket är en förutsättning för att kunna tillgodose och förstå patientens behov och önskemål. Diskussionen behandlar även förutsättningar för att säkerställa en hög kvalité och utveckla den palliativa vården. En grundläggande förutsättning är att vården är evidensbaserad och att vården genomförs utifrån sjuksköterskans helhetssyn.

  • 252. Ali, Majid
    et al.
    Bashir, Tariq
    University of Borås, School of Engineering.
    Persson, Nils-Krister
    Skrifvars, Mikael
    University of Borås, School of Engineering.
    Optimization of oCVD Process for the Production of Conductive Fibers2011Conference paper (Other academic)
    Abstract [en]

    Electro active textile fibers are key components in smart and interactive textile applications. In our previous study, we produced poly(3,4-ethylenedioxythiophene) (PEDOT) coat edviscose fibers by using oxidative chemical vapordeposition (OCVD) technique. We tried FeCl3 as oxidant and found optimum reaction conditions at which better electrical as well as mechanical properties of conductive fibers could be achieved.

  • 253. Ali, Majid
    et al.
    Bashir, Tariq
    University of Borås, School of Engineering.
    Persson, Nils-Krister
    Skrifvars, Mikael
    University of Borås, School of Engineering.
    Stretch Sensing Properties of PEDOT Coated Conductive Yarns Produced by OCVD Process2011Conference paper (Refereed)
  • 254.
    Ali, Zainab
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Axelsson, Malin
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sjuksköterskans upplevelser och uppfattningar av att möta barns smärta: En litteraturstudie2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hur smärta upplevs beror på fysiska, psykiska, sociala, andliga och existentiella faktorer samt kön, ålder och tidigare erfarenheter, vilket innebär att smärta är en subjektiv upplevelse som dessutom blir komplex. International association for the study of pain, IASP:s beskrivning av smärta innebär att upplevelsen av smärta är verklig för den som uttrycker smärta oavsett från vad som hittas vid en smärtutredning. Sjuksköterskan ska vårda barn enligt hälso- och sjukvårdslagen och ha barnets bästa i åtanke. Sjuksköterskans ansvar är att kunna bedöma och lindra barnets smärta samtidigt som hon skapar en relation till barnet för att kunna ge god vård. Sjuksköterskan ska också stödja föräldrarna och ge dem information.

    Syftet med studien är att beskriva sjuksköterskans upplevelser och uppfattningar av att möta barns smärta inom slutenvården. Som lämplig metod till det formade syftet valdes en systematisk litteraturstudie för att belysa och sammanställa forskningsresultat som finns inom det berörda området. Studiens resultat baserades på 14 artiklar som analyserats och kategoriserats. Resultatet visar att sjuksköterskan känner sig frustrerad och otillräcklig när barnets smärta inte kan lindras. Både främjande och hindrande omständigheter påverkade sjuksköterskans smärtbedömning och smärtlindring. En relation till barnet och föräldramedverkan underlättade sjuksköterskans bedömning och lindring av smärtan. Sjuksköterskans ålder, erfarenhet och utbildning korrelerade med sjuksköterskans kompetensnivå. Många sjuksköterskor observerade barnets beteende som bedömningsunderlag och litade inte på barnets skattning av sin smärta när barnet inte visade ett smärtbeteende. Sjuksköterskans ansvar är att ge god smärtlindring som kan underlättas genom att skapa en relation med barnet och lyssna på barnet. Sjuksköterskan måste se till alla behov som barnet har, även de psykiska och emotionella. Genom utbildning kan sjuksköterskans kunskap och attityder gentemot barns smärta och smärtlindring öka så att barnets vård optimeras och lidandet minskar.

  • 255. Alinezhad, S.
    et al.
    Mirabdollah, A.
    Forgács, Gergely
    University of Borås, School of Engineering.
    Feuk-Lagerstedt, Elisabeth
    University of Borås, School of Engineering.
    Sárvári Horváth, Ilona
    University of Borås, School of Engineering.
    Expression of keratinase gene in Bacillus megaterium using an expression vector of pHIS1525.SPlipA and utilization of the resulting recombinant strain for chicken feather degradation prior to biogas production2009Conference paper (Other academic)
    Abstract [en]

    An increasing quantity of chickens is being utilized annually in the poultry industry, producing a huge volume of chicken feather waste which presents a high quality supply of keratin. Keratinases possessing high level of keratinolytic activity on insoluble keratin play a crucial role in hydrolyzing chicken feathers. Ever since the discovery of proteolytic ability as well as water solubility of keratinase, many industrial processes regarding keratinase application have been developed. A recently invented application to handle poultry waste is to utilize feathers for biogas production. Obviously, large amount of keratinase is required to break down the keratin prior to further conversion to biogas. Previously, several researches have shown that certain bacteria are able to produce keratinase but it is still a challenge to find out which bacteria is the most reliable source for the production with high efficiency. These challenges gave rise to the molecular biologists to bring the focus on gene cloning to develop recombinant strains resulting in overproduction of keratinase. Over the course of various cloning and expression experiments of similar proteins, it was found that Bacillus megaterium could be a susceptible host cell for keratinase production. In our study, the keratinase gene from the chromosomal DNA of Bacillus licheniformis ATCC®53757 was PCR amplified and subsequently cloned into Bacillus megaterium expression vector, pHIS1525.SPlipA. Bacillus megaterium ATCC®14945 strain was transformed with the recombinant plasmid, pKERHIS1525.SPlipA. The KER gene was expressed under xylose inducible promoter, and the product was then purified using Ni-NTA affinity chromatography. After 18 h of incubation an extracellular keratinase activity of 29U ml-1 was achieved (one unit of activity was determined as the amount of enzyme required to an increase of 0.01 in A420 after 30 min of incubation at 37°C). The recombinant strain was further examined for feather degradation using intact chicken feather waste as carbon source. The chopped chicken feathers were partially degraded by the recombinant strain after three days of incubation and the total macroscopic digestion was ultimately observed after seven days resulting in a yellowish peptide rich fermentation broth. The biogas potential of the hydrolysate will be compared with that of untreated feathers by performing anaerobic batch digestion experiments.

  • 256.
    Allan, J
    [external].
    After the break? Interrupting the discourses of interprofessional practice2008In: Service integration in schools: Research and policy discourses, practices and future prospects / [ed] J Forbes, C Watson, Sense Publishing , 2008Chapter in book (Refereed)
  • 257.
    Allan, J
    [external].
    Civilising teacher education? Learning with diversity2011In: Teacher Education & Practice, ISSN 0890-6459, Vol. 24, no 3, 351-353 p.Article in journal (Refereed)
    Abstract [en]

    Social capital theorist Robert Putnam (2007) argued that diversity produces fear and leads people to disconnect from one another. For student teachers, diversity of whatever kind--ethnicity, religion, class, disability, gender, or sexuality--generates fear and an expectation that it has to be managed. Civic education within teacher education has a crucial role in facilitating an active engagement with diversity among beginning teachers, and the author argues that teacher education can and should do this by providing students with opportunities to encounter diversity--opportunities that provoke and require change. She contends that teacher education is the ideal place for beginning teachers to acquire a "passion for equality", and far from compromising their intellectual independence, it is likely to strengthen it.

  • 258.
    Allan, J
    [external].
    Complicating, not explicating: Taking up philosophy in learning disability research2011In: Learning disability quarterly, ISSN 0731-9487, E-ISSN 2168-376X, Vol. 34, no 2, 153-161 p.Article in journal (Refereed)
    Abstract [en]

    This article provides an introduction to theoretical ideas and practices from the so-called “philosophers of difference” — Foucault, Derrida, and Deleuze and Guattari — as an invitation to think differently about the construction of learning disability and to envision new forms of learning. Two key concepts, Foucault's transgression and Deleuze and Guattari's rhizome, are presented, and examples from research on learning disability and other dimensions of disability are given to illustrate their potential. The theoretical practices of deconstruction, developed by Derrida, and Deleuze and Guattari's rhizomatic analysis are also presented and exemplified. The article argues that these theoretical concepts and practices, if taken up, shift the researcher towards an ethics of research and toward greater responsibility. Implications are discussed in the final part of the paper.

  • 259.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    Difference in policy and politics: Dialogues in confidence2012In: Review of Disability Studies, ISSN 1553-3697, Vol. 8, no 3, 14-24 p.Article in journal (Refereed)
    Abstract [en]

    This paper reports on a process of en-gagement with administrators and Government Ministers in dialogue about diversity that was informed by Disability Studies in Education, a discipline that critiques existing ways of thinking about disability, actively promotes more positive constructions and representations of disabled people's lives and challenges conventional or traditional notions of normalcy It took place within a project, initiated by Council of Europe, Policies and practices for socio-cultural diversity and involved the development of a framework of teacher competences for socio-cultural diversity. The paper charts the process of developing the framework and reports the dialogue that took place. The Ministers and administrators were encouraged to view teaching as a dialogue and to recognise teachers' competence in responding to diversity, following Levinas (1969; 1996), a philosopher who addresses questions of ethics, as a continuing responsibility of teachers to their students.

  • 260.
    Allan, J
    [external].
    Foucault and his acolytes: Discourse, power and ethics2012In: Social Theory and Education Research: Understanding Foucault, Habermas, Bourdieu and Derrida / [ed] M Murphy, Routledge , 2012Chapter in book (Refereed)
  • 261.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    Inclusion: Patterns and possibilities2012In: Zeitschrift für Inklusion, E-ISSN 1862-5088, Vol. 4Article in journal (Refereed)
    Abstract [en]

    Abstract: This examines the policy and practices of inclusion within Europe. It explores the uncertainty surrounding inclusion, among researchers and teachers, and levels of confusion about its precise meaning. The paper also examines the shifting political and policy contexts which create barriers to inclusion but also highlights some of the powerful legal frameworks which enable entitlements to inclusion to be upheld. Recent patterns and trends towards inclusion and indeed exclusion are considered and the paper ends with a discussion of the prospects and possibilities for inclusion.

  • 262.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    Introduction2012In: Includering och måluppfyllelse: att nå framgång med alla elever, Stockholm: Liber , 2012Chapter in book (Refereed)
  • 263.
    Allan, J
    [external].
    Provocations: Putting philosophy to work on inclusion2009In: Educational enactments in a globalised world: Intercultural conversations / [ed] K Quinlivan, B Kaur, R Boyask, Rotterdam: Sense Publishers , 2009, 1-12 p.Chapter in book (Refereed)
    Abstract [en]

    Inclusion is currently characterised by c onfusion about what it is supposed to be and do; frustration at the way the current climate of standards and accountability constrains teachers’ work; guilt at the ex clusion created for individual pupils; and exhaustion, associated with a sense of fa ilure and futility. This chapter considers the ‘impossibility’ of inclusion in the current context and how it has become a highly emotive and somewhat irrational sp ace of confrontation, with questions about how we should include being disp laced by questions about why we should include and under what conditions. An attempt is made to rescue inclusion from its valedictory state and to reframe it as an ongoing struggle and a more productive form of political engagement. This reframing takes some of the key ideas of the philosophers of difference – Deleuze and Guattari, Derrida and Foucault – and puts them to work on the inclusion problem (Allan, 2008).

  • 264.
    Allan, J
    [external].
    Questions of inclusion in Scotland and Europe2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 2, 199-208 p.Article in journal (Refereed)
    Abstract [en]

    This paper examines inclusion in Scotland and in Europe. It considers some of the uncertainties surrounding inclusion and the questions – many of which give cause for concern – that are currently being raised by researchers, teachers and their representative unions, parents and children. The shifting political and policy contexts and recent patterns and trends in Scotland and across Europe, which illustrate key points of exclusion, as well as some of the challenges to these, are reported. A ‘landmark’ challenge to discrimination of Roma children, achieved within the European Convention on Human Rights, is presented as an illustration of the scope for asserting the right to inclusion. The paper ends with a discussion of the prospects and possibilities for inclusion. The significance of the barriers to inclusion is acknowledged and it is argued that there is an urgent need to address the competing policy demands within education and the problems associated with fragmented provision. A call is also made for research involving children, young people and families in order to inform practice.

  • 265.
    Allan, J
    [external].
    Responsibly competent: Teaching, ethics and diversity2011In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 9, no 1, 152-159 p.Article in journal (Refereed)
    Abstract [en]

    This article reports on a Council of Europe project, Policies and Practices for Teaching Sociocultural Diversity, undertaken between 2006 and 2009. The project was undertaken in three phases and involved a survey of teacher education policies and practices in relation to sociocultural diversity across Europe, a conceptual analysis and the development of a framework of teacher competences for sociocultural diversity. The article charts the process of developing the framework and reports on the engagement with the key stakeholders - policy makers, teachers and students. The features of the competence framework, informed by Levinas and emphasising the teacher's responsibility to the Other, are discussed.

  • 266.
    Allan, J
    [external].
    Staged interventions: Deleuze, arts and education2013In: Deleuze and Education / [ed] I Semetsky, D Masny, Edinburgh University Press , 2013Chapter in book (Refereed)
  • 267.
    Allan, J
    [external].
    Teacher competences for diversity: Becoming ethical and responsible2012In: Interculturalism, education and dialogue / [ed] Besley T, Peters M, New York: Peter Lang , 2012Chapter in book (Refereed)
  • 268.
    Allan, J
    [external].
    The civic and the civil in professional education2011In: The transformation of children's services: Examining and debating the complexities of inter/professional working / [ed] J Forbes, C Watson, Sense Publishing , 2011, 141-153 p.Chapter in book (Refereed)
  • 269.
    Allan, J
    University of Borås, School of Education and Behavioural Science.
    The inclusion challenge2012In: Bildning för alla! En pedagogisk utmaning, Högskolan Kristianstad , 2012Chapter in book (Refereed)
  • 270.
    Allan, J
    [external].
    The inclusive teacher educator: Spaces for civic engagement2010In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 31, no 4, 411-422 p.Article in journal (Refereed)
    Abstract [en]

    This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.

  • 271.
    Allan, J
    [external].
    The sociology of disability and the struggle for inclusive education2010In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 31, no 5, 603-619 p.Article in journal (Refereed)
    Abstract [en]

    This article charts the emergence of the sociology of disability and examines the areas of contestation. These have involved a series of erasures and absences – the removal of the body from debates on the social model of disability; the disappearance of the Other from educational policies and practices; and the absence of academics from political discourses and action. The paper considers the contribution of the sociology of disability to inclusive education and examines some of the objections currently being voiced. It ends with some reflections on the possibilities for academics within the sociology of disability to pursue alternative forms of engagement and outlines a series of duties that they might undertake.

  • 272.
    Allan, J
    [external].
    Thinking again about inclusion2012In: Includering. Perspektiver i barnehagefalige praktiser / [ed] A Arnesen, Oslo: Universitetsforlaget , 2012Chapter in book (Refereed)
  • 273.
    Allan, J
    et al.
    University of Borås, School of Education and Behavioural Science.
    Catts, R
    Social capital, children and young people: Implications for practice, policy and research2012Collection (editor) (Other academic)
    Abstract [en]

    Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school. Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings. The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people. This book is essential reading for anyone concerned with how children and young people get along, get by and get on.

  • 274.
    Allan, J
    et al.
    [external].
    Duffy, C
    Loening, G
    Moran, N
    Knowledge exchange with Sistema Scotland2010In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 25, no 3, 335-347 p.Article in journal (Refereed)
    Abstract [en]

    This paper reports on a knowledge exchange project, funded by the Scottish Funding Council and undertaken by a group of researchers from three higher education institutions in Scotland and the project partner, Sistema Scotland. This newly established charity is attempting to implement a major programme of social change, developed in Venezuela, within the Raploch, a disadvantaged area of Scotland. The researchers’ combined knowledge of education, music and psychology has guided their knowledge exchange activities with the project partner and among themselves. The paper outlines the development of Sistema Scotland and the programme, El Sistema, on which it is based. It details the knowledge exchange activities undertaken, which used Derrida’s notion of aporia to try to engage Sistema Scotland with different perspectives and understandings, and a practical method for conducting meetings based on Open Space Technology. The various ‘encounters’ with children, service providers and stakeholders are reported and this is followed by a critique of the processes of knowledge exchange. The paper ends with a discussion of the prospects for successful knowledge exchange.

  • 275.
    Allan, J
    et al.
    [external].
    Harwood, V
    Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland2013In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, ISSN ISSN 0142-5692, EISSN 1465-3346Article in journal (Refereed)
    Abstract [en]

    The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-de fi cit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children ’ s behaviour and revealed a number of strate- gies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari ’ s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The fi ndings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

  • 276.
    Allan, Julie
    et al.
    [external].
    Ozga, JennySmith, Geri
    Social capital, professionalism and diversity2009Collection (editor) (Other academic)
  • 277.
    Allan, Julie
    et al.
    University of Borås, School of Education and Behavioural Science.
    Smyth, Geri
    I’Anson, John
    Mott, Jane
    Understanding disability with children’s social capital2009In: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 9, no 2, 115-121 p.Article in journal (Refereed)
    Abstract [en]

    This paper reports on a specific event which attempted to facilitate discussions with children and young people about diversity issues, including disability. The concept of social capital was operationalised and used as both a resource to stimulate discussions and as an explicit goal. The paper first reports on the processes involved and the topics identified for discussion by the children and young people and then considers their engagement with disability. Their insights on knowing disability, relationships, and provision and support illustrate a shift from an essentialising of impairment to an articulation of barriers which excluded disabled people and the lessons which teachers might take from these are discussed.

  • 278. Allwood, Carl Martin
    et al.
    Erikson, Martin G.
    University of Borås, School of Education and Behavioural Science.
    Grundläggande vetenskapsteori för psykologi och andra beteendevetenskaper2010Book (Other academic)
    Abstract [sv]

    Grundläggande lärobok om vetenskapsteori, med fokus på psykologi och andra beteendevetenskaper.

  • 279. Allwood, Carl Martin
    et al.
    Granhag, Pär Anders
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Child witnesses' metamemory realism2006In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, ISSN 0036-5564, Vol. 47, no 6, 461-470 p.Article in journal (Refereed)
    Abstract [en]

    This study investigated the degree of realism in the confidence judgments of 11 to 12-year-olds (41 girls and 40 boys) of their answers to questions relating to a short film clip showing a kidnapping event. Four different confidence scales were used: a numeric scale, a picture scale, a line scale and a written scale. The results demonstrated that the children showed a high level of overconfidence in their memories. However, no significant differences between the four confidence scales were found. Weak gender differences were found in that the girls were slightly, but significantly, better calibrated than the boys. In addition, although both boys and girls overestimated the total number of memory questions they had answered correctly, the boys gave higher estimates compared with the girls. In brief, the results indicate that, at least in the context investigated, 11–12 year-old children’s confidence in and estimations of their own event memory show poor realism (overconfidence and overestimation). A comparison with previous research on adults indicates that 11 to 12-year-old children show noticeably poorer realism.

  • 280. Allwood, Carl Martin
    et al.
    Granhag, Pär Anders
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Does mood influence the realism of confidence judgments?2002In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 43, no 3, 253-260 p.Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that mood affects cognition, but the extent to which mood affects meta–cognitive judgments is a relatively overlooked issue. In the current study we investigated how mood influences the degree of realism in participants’ confidence judgments (based on an episodic memory task). Using music and film in combination, we successfully induced an elated mood in half of the participants, but failed to induce a sad mood in the other half. In line with previous research, the participants in both conditions were overconfident in their judgments. However, and contrary to our prediction, our data indicated that there was no difference in the realism of the confidence between the conditions. When relating this result to previous research, our conclusion is that there is no, or very little, influence of mood of moderate intensity on the realism of confidence judgments.

  • 281. Allwood, Carl Martin
    et al.
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Om betydelsen av elevers metakognitiva förmåga2001Report (Other academic)
    Abstract [en]

    This text describes the characteristics of a number of different types of metacognitive judgments relevant for schoolchildren’s studies. It is argued that metacognitive judgments play an important role in children’s learning at school. Moreover, it is also argued many of the modern types of educational approaches, such as the so called ”problem based learning” approach do not have a clear strategy when it comes to the role and training of meta-cognition in the school context.

  • 282. Allwood, Carl Martin
    et al.
    Jonsson, Anna-Carin
    University of Borås, School of Education and Behavioural Science.
    Granhag, Per-Anders
    The effects of source and type of feedback on child witnesses’ metamemory accuracy2005In: Applied Cognitive Psychology, ISSN 0888-4080, E-ISSN 1099-0720, Vol. 19, no 3, 331-344 p.Article in journal (Refereed)
    Abstract [en]

    This study investigated the effect of feedback on the accuracy (realism) of 12-year-old children's metacognitive judgments of their answers to questions about a film clip. Two types of judgments were investigated: confidence judgments (on each question) and frequency judgments (i.e. estimates of overall accuracy). The source of feedback, whether it was presented as provided by a teacher or a peer child, did not influence metacognitive accuracy. Four types of feedback were given depending on whether the participant's answer was correct and depending on whether the feedback confirmed or disconfirmed the child's answer. The children showed large overconfidence when they received confirmatory feedback but much less so when they received disconfirmatory feedback. The children gave frequency judgments implying that they had more correct answers than they actually had. No main gender differences were found for any of the measures. The results indicate a high degree of malleability in children's metacognitive judgments.

  • 283. Allwood, Carl-Martin
    et al.
    Granhag, Pär-Anders
    Jonsson, Anna-Carin
    The cognitive interview and Its effect on witnessess' confidence2004In: Psychology, Crime and Law, ISSN 1068-316X, E-ISSN 1477-2744, Vol. 10, no 1, 37-52 p.Article in journal (Refereed)
    Abstract [en]

    Today there is ample evidence that the Cognitive Interview (CI) enhances witnesses’ memory. However, less is known about how the CI affects eyewitnesses’ confidence. To address this shortcoming we conducted a study analyzing how realism in confidence was affected by the CI. All participants (n /79) were first shown a filmed kidnapping. After 2 weeks we interviewed one-third of the participants according to the guidelines of the CI, one-third according to a Standard Interview (SI), and one-third were not interviewed at all (Control condition). Participants in all three conditions were then asked to answer 45 forced-choice questions, and to give a confidence judgment after each choice. For the 45 questions, no differences in accuracy were found between the three conditions. Confidence was higher in the CI and SI conditions, compared with the Control condition. CI and SI did not differ in metacognitive realism but both showed lower realism compared with the Control condition, although only CI significantly so. The results indicate that the inflation in confidence is more likely to be explained in terms of a reiteration effect , than as a consequence of the particular mnemonics characterizing the CI (e.g. ‘‘mental reinstatement of context’’). In sum, CI does not seem to impair (or improve) the realism in witnesses’ confidence, and does not inflate confidence in erroneous recall, compared to a SI

  • 284.
    Allwood, Carl-Martin
    et al.
    Department of Psychology, Lund University.
    Jonsson, Anna-Carin
    Department of Psychology, Lund University.
    Stability and variability in the realism of confidence judgments over time, content domain and gender2003In: Personality and Individual Differences, ISSN 0191-8869, E-ISSN 1873-3549, Vol. 34, no 4, 559-574 p.Article in journal (Refereed)
    Abstract [en]

    This study investigates the influence on the realism of confidence judgments of four different factors, the individual, the knowledge domain (crystallized and fluid intelligence), gender and cognitive style (Need-for-Cognition, NfC). Seventy-nine high-school students answered questions on word knowledge (WORD) and logical/spatial ability (DTK); both tests were administered on three occasions with two weeks between each trial. After each test question, each individual gave a confidence rating of his or her answer. The results showed some, but not perfect, individual stability. Furthermore, within-subject differences were found between domains (WORD/DTK); the participants showed better calibration and less overconfidence for the WORD-test as compared to the DTK-test. No stable gender differences were found for any of the two tests. Finally, the results show that having high NfC is not associated with better realism in confidence judgments. These results suggest that the realism of confidence judgments is, at least on the distal level, influenced by many different factors.

  • 285.
    Allwood, Jens
    University of Borås, School of Business and IT.
    Lenzen, Manuela (Editor)
    Knoblich, Günther (Editor)
    Dimensions of embodied communication: towards a typology of embodied communication2008In: Embodied communication in humans and machines, Oxford University Press, 2008Chapter in book (Refereed)
  • 286.
    Allwood, Jens
    University of Borås, School of Business and IT.
    Multimodal Corpora2008In: Corpus Linguistics. An International Handbook, 207-225 p.Article in journal (Refereed)
  • 287.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Ahlsén, Elisabeth
    University of Borås, School of Business and IT.
    Multimodal Intercultural Interaction and Communication Technology: A conceptual framework for designing and evaluating Multimodal Intercultural Communicators2009In: Multimodal Corpora, Springer , 2009Chapter in book (Other academic)
  • 288.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Boholm, Max
    Repeated head movements, their function and relation to speech2010In: In Proceedings of the Workshop on Multimodal Corpora: Advances in Capturing, Coding and Analyzing Multimodality (MMC2010), Valetta, Malta May 18 / [ed] M. Kipp, J. C. Martin, P. Paggio, D. Heylen, D. Tapias, 2010Conference paper (Refereed)
  • 289.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Grammer, Karl
    Kopp, Stefan
    Ahlsén, Elisabeth
    University of Borås, School of Business and IT.
    Stocksmeier, Thorsten
    Modeling embodied feedback with virtual humans2008In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 4930Article in journal (Refereed)
  • 290.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Hammarström, Harald
    Hendrikse, Andries
    Ngcobo, Mtholeni N.
    Nomdebevana, Nozibele
    Pretorius, Laurette
    van der Merwe, Mac
    Work on Spoken (Multimodal) Language Corpora in South Africa2010Conference paper (Refereed)
    Abstract [en]

    This paper describes past, ongoing and planned work on the collection and transcription of spoken language samples for all the South African official languages and as part of this the training of researchers in corpus linguistic research skills. More specifically the work has involved (and still involves) establishing an international corpus linguistic network linked to a network hub at a UNISA website and the development of research tools, a corpus research guide and workbook for multimodal communication and spoken language corpus research. As an example of the work we are doing and hope to do more of in the future, we present a small pilot study of the influence of English and Afrikaans on the 100 most frequent words in spoken Xhosa as this is evidenced in the corpus of spoken interaction we have gathered so far. Other planned work, besides work on spoken language phenomena, involves comparison of spoken and written language and work on communicative body movements (gestures) and their relation to speech.

  • 291.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Hendrikse, A.P.
    Ahlsén, Elisabeth
    Words and alternative basic units for linguistic analysis2010In: In Linguistic Theory and Raw Sound / [ed] P. J. Henrichsen, Samfundslitteratur, Copenhagen , 2010, 9-26 p.Chapter in book (Other academic)
  • 292. Allwood, Jens
    et al.
    Jensen, MikaelUniversity of Borås, School of Education and Behavioural Science.
    Kognitionsvetenskap2012Collection (editor) (Other academic)
  • 293.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Jokinen, Kristiina
    Hesitation in Intercultural Communication: Some Observations and Analyses on Interpreting Shoulder Shrugging2010In: Computing and Communication: Lecture Notes in Computer Science, (LNCS) / [ed] T. Ishida, Springer , 2010, 55-70 p.Chapter in book (Other academic)
    Abstract [en]

    This paper concerns the different ways in which hesitation, and hesitation related phenomena like uncertainty, doubt and other phenomena where lack of knowledge is involved are expressed in different cultures. The paper focuses especially on shoulder shrugging as a signal of hesitation or uncertainty, and starts from the observation that shoulder shrugging has different interpretations depending on the interlocutor’s cultural background. It is not commonly used in Eastern cultures while in Western cultures it is a sign of uncertainty and ignorance. The paper reports a small study on the differences in interpretation of a particular video tape gesture, and draws some preliminary conclusions of how this affects intercultural communication between human interlocutors and between humans and conversational agents.

  • 294.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Kopp, Stefan
    Grammer, Karl
    Ahlsén, Elisabeth
    University of Borås, School of Business and IT.
    Oberzaucher, Elizabeth
    Koppensteiner, Markus
    The analysis of embodied communicative feedback in multimodal corpora: a prerequisite for behavior simulation2008In: Language resources and evaluation, ISSN 1574-020X, E-ISSN 1574-0218, Vol. 41, no 3-4, 255-272 p.Article in journal (Refereed)
    Abstract [en]

    Communicative feedback refers to unobtrusive (usually short) vocal or bodily expressions whereby a recipient of information can inform a contributor of information about whether he/she is able and willing to communicate, perceive the information, and understand the information. This paper provides a theory for embodied communicative feedback, describing the different dimensions and features involved. It also provides a corpus analysis part, describing a first data coding and analysis method geared to find the features postulated by the theory. The corpus analysis part describes different methods and statistical procedures and discusses their applicability and the possible insights gained with these methods.

  • 295.
    Allwood, Jens
    et al.
    University of Borås, School of Business and IT.
    Yavada, Yogendra P
    Hardie, Andres
    Lohani, R R
    Rhegmi, Bhim
    Gurung, S
    Gurung, A
    McEnery, Tony
    Hall, Pat
    Construction and annotation of a corpus of contemporary Nepali2008In: Corpora, ISSN 1749-5032, E-ISSN 1755-1676, Vol. 3, no 2, 213-225 p.Article in journal (Refereed)
    Abstract [en]

    In this paper, we describe the construction of the 14-million-word Nepali National Corpus (NNC). This corpus includes both spoken and written data, the latter incorporating a Nepali match for FLOB and a broader collection of text. Additional resources within the NNC include parallel data (English–Nepali and Nepali–English) and a speech corpus. The NNC is encoded as Unicode text and marked up in CES-compatible XML. The whole corpus is also annotated with part-of-speech tags. We describe the process of devising a tagset and retraining tagger software for the Nepali language, for which there were no existing corpus resources. Finally, we explore some present and future applications of the corpus, including lexicography, NLP, and grammatical research.

  • 296.
    Alm, Håkan
    University of Borås, School of Business and IT.
    Culture Shock in Bangkok: Little anecdotes from Bangkok and Thailand2000Other (Other academic)
  • 297.
    Alm, Håkan
    University of Borås, School of Business and IT.
    Self Services and Disservices: Improving Avatars with Co-Design2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Corporations and government agencies that use Avatars claim there are substantial benefits for using them in their respective organizations; including 24/7 service availability, quick answers without a phone queue, and improved consistency in the responses provided. “There are also potential cost savings by having an Avatar answering questions compared to using personnel” (Lind and Salomonson, 2006). However, these benefits may not be great enough as the lack of possible human communication may lead to alienation between individuals and organisations. Furthermore, a robot may “miss out” on business opportunities that a human would act on. A robot will not hear and understand nuances in speech, with the risk that a potentially problematic situation may not be adequately resolved, leading to dissatisfaction with products and services delivered. Many companies measure the satisfaction with Avatars by analysing question and answer logs to see if the Avatar appears to give satisfactory answers. Few of these companies have actually asked their customers (e.g. IKEA and SAS until recently) what they really feel about the quality of the answers they receive. User Centered Design, Participatory Design and other methods are the preferred ways of developing such systems, but these do not include all stakeholders. This thesis addresses this exclusion of all stakeholders by applying a co-design research approach for developing avatars for e-Services. Case studies from Mark Municipality, Sweden and Scandinavian Airlines Systems (SAS) are presented in this thesis showing how improvements of service quality aspects with Avatars can be managed by applying a four-step Co-Design research approach. From the first step of Co-Design, through interviews, log analysis and a channel survey, findings show that the failed dialogues with Avatars Eva (SAS) and Elin (Mark) are mainly concerned with five factors: interactivity; dialogue capability; consistency; knowledge; and synonyms. In the second step of carrying out customer workshops, a number of ideal scenarios are suggested for the Avatars to perform better. In the third step, SAS decision makers decided to implement the first three scenarios: Eva’s synonyms, knowledge and consistency. Mark decision makers decided to shut down their Avatar Elin, as they did not believe they had the necessary resources. In the fourth step, another channel survey was carried out for SAS as well as a new log analysis in order to know the impact of the redevelopment of the above three scenarios. An important result of the study was that the company adopted the continuous use of Co-Design as an approach to continuous improvement of the service quality performed by the Avatar Eva. This, for example, led to an increase of 14 percentage points on the users overall satisfaction level. The results also open a new set of questions framing the relation and transformation between Co-Design as a research approach for knowledge creation and Co-Design as a method for innovation and service quality improvements. This thesis also presents an Extended Co-Design Model, which illustrates how Co-Design inspires SAS staff. In addition, the staff of the supplier of the Avatar use it for other functions within and without SAS.

  • 298.
    Alm, Håkan
    et al.
    University of Borås, School of Business and IT.
    Forsgren, Olov
    University of Borås, School of Business and IT.
    Successful use of avatar/e-services: powerful, but needs a knowledge manager with proper methods2011Conference paper (Refereed)
    Abstract [en]

    In this paper we are presenting some theoretical background, some practical applications and some future scenarios of the use of the human being as a metaphor for design and implementation of e-services/avatars. The main conclusion is that e-services/avatars technology is a powerful concept but without a new profession as knowledge manager in the background, there’s a big risk for failure. We are also presenting a co-design model as a tool for the knowledge manager.

  • 299.
    Alm, Håkan
    et al.
    University of Borås, School of Business and IT.
    Forsgren, Olov
    University of Borås, School of Business and IT.
    Johansson, Torbjörn
    Göbel, Hannes
    University of Borås, School of Business and IT.
    X-services: eXtended avatar-services with integrated human – driven knowledge management – a new service galaxy2011Conference paper (Refereed)
  • 300.
    Alm, Håkan
    et al.
    University of Borås, School of Business and IT.
    Janecek, Paul
    Forsgren, Olov
    Co-design Research and Business Development: Case of Scandinavian Airlines (SAS)2014In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 27, no 5, 465-483 p.Article in journal (Refereed)
    Abstract [en]

    The Co-design practices are carried out in different fields of studies. Some of the key advocates of Co-design originate from business. In this study the four steps of Co-design approach is applied. From the first step of Co-design, through interviews, log analysis and a channel survey, findings show that the failed dialogues with Avatar Eva are mainly concerned with five factors: interactivity; dialogue capability; consistency; knowledge; and synonyms. In the second step, carrying out customer workshops, we suggested ten ideal scenarios for Avatar Eva to perform better. In the third step, SAS decision makers decided to implement the first three scenarios: Eva’s synonyms; knowledge and Eva’s consistency. In the fourth step, another channel survey was carried out as well as a new log analysis to know the impact of the redevelopment above three scenarios. An important result of the study was that the company adopted a continuous use of Co-design as an approach of continuous improvement of the service quality performed by the Avatar Eva. It also opens a new set of questions framing the relation and transformation between Co-design as a research approach for knowledge creation and Co-design as a method for innovation and service quality improvements. The study presents an Extended Co-design Model, which illustrates how the Co-design inspires staff to use it for other functions within and without the SAS.

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