Las reformas curriculares. Análisis de dos modelos de construcción sociodidáctica : científico-técnico y democrático.

Resumen tomado de la revista

La educación como un derecho ciudadano, un concepto en transición: Suecia en relación con otras democracias occidentales y la filosofía política.

Versa sobre el sistema educativo sueco y su reestructuración, la cual varía el concepto de la educación como un bien público para pasar ésta a ser considerada como un bien privado. Este bien privado entendido con la perspectiva de que los padres son poseedores del derecho prioritario de escoger la escuela de sus hijos o, que es posible diferenciar la formación escolar en relación con las necesidades y los deseos específicos de las familias. Desde un punto de vista pedagógico, es la implicación de que la formación educativa supone ofrecer oportunidades a los niños para que desarrollen sus características congénitas y las usen para su propia mejora social.

Replanteamiento de la historia del currículum : hacia una nueva orientación teórica.

Se presentan los puntos fuertes y débiles y algunos de los aspectos teóricos claves de la investigación de la historia curricular, prestando especial atención a la cuestión de si la historia curricular puede seguir desarrollándose de manera que ofrezca una posibilidad de comprender las distintas interpretaciones, las contradicciones y los cambios en los currícula. Se desarrolla una comparación entre determinadas tendencias dentro del contexto de la historia curricular en al ámbito angloparlante y en Escandinavia. Se describe el tipo de investigación histórica curricular que se desarrolla en los países escandinavos, y la forma en que esta investigación se relaciona con las tendencias generales vigentes en esta disciplina en los países angloamericanos. Por último, se consideran posibles formas de hacer progresar la investigación de la historia curricular y se debaten diferentes criterios aplicables a los currícula.

An overview and historical look back at the solvent extraction using nitrogen donor ligands to extract and separate An(III) from Ln(III)

The partitioning of minor trivalent actinides (An) from lanthanides (Ln) is one of the challenges in the chemical treatment of nuclear waste. The optimal ligand to carry out the separation of An(III) and Ln(III) using solvent extraction has to meet several important criteria: high selectivity towards the solute, chemical and radiolytic stability, stripping possibilities and recycling of the organic phase, high separation factors and good distribution ratio, to name just a few of them. A chronological line can be drawn along the development of each extraction ligand family and some milestones are emphasized in this overview. Further developments in organic synthesis of extracting ligands are expected.

The behaviour of organic solvents containing C5-BTBP and CyMe4-BTBP at low irradiation doses

Low doses of gamma radiation were given to four different solvents containing C5-BTBP and CyMe4-BTBP, each molecule dissolved both in cyclohexanone and hexanol. Four corresponding solvents were kept unirradiated and used as references for the extraction experiments. Multiple samples were taken from both the irradiated solutions and the reference solutions at certain time intervals. The samples were used in extraction experiments with the radionuclides Am-241 and Eu-152. The protection against radiolysis of the extracting molecules by the diluent used for dissolution without adding a scavenger molecule was checked. The interplay between the diluent and the side group of the extracting molecule for protection against radiolysis was also studied by keeping the same type of core molecule for binding to the metal ions and varying the diluent and side group. The results were unexpected. The presence of a cyclic molecule as both a side group or diluent seems to keep the extraction of europium almost unaffected by radiolysis, while americium behaves differently from solvent to solvent. The diluent alone does not protect the extracting molecule. In some of the studied systems there is a distinct change in the extraction behaviour of Am between the irradiated and reference solutions, an effect that is however only present at the beginning of the experimental series. At later times the difference in distribution ratios between the irradiated and reference solution is constant. This phenomenon is found only when the side group and diluent are structurally dissimilar.

Lease maturity and initial rent: is there a term structure for UK commercial property leases?

This paper investigates the relationship between lease maturity and rent in commercial property. Over the last decade market-led changes to lease structures, the threat of government intervention and the associated emergence of the Codes of Practice for commercial leases have stimulated growing interest in pricing of commercial property leases. Seminal work by Grenadier (1995) derived a set of hypotheses about the pricing of different lease lengths in different market conditions. Whilst there is a compelling theoretical case for and a strong intuitive expectation of differential pricing of different lease maturities, to date the empirical evidence is inconclusive. Two Swedish studies have found mixed results (Gunnelin and Soderbergh 2003 and Englund et al 2003). In only half the cases is the null hypothesis that lease length has no effect rejected. In the UK, Crosby et al (2003) report counterintuitive results. In some markets, they find that short lease terms are associated with low rents, whilst in others they are associated with high rents. Drawing upon a substantial database of commercial lettings in central London (West End and City of London) over the last decade, we investigate the relationship between rent and lease maturity. In particular, we test whether a building quality variable omitted in previous studies provides empirical results that are more consistent with the theoretical and intuitive a priori expectations. It is found that initial leases rates are upward sloping with the lease term and that this relationship is constant over time.

August Thienemann and Loch Lomond - an approach to the design of a system for monitoring the state of north-temperate standing waters

Limnologists had an early preoccupation with lake classification. It gave a necessary structure to the many chemical and biological observations that were beginning to form the basis of one of the earliest truly environmental sciences. August Thienemann was the doyen of such classifiers and his concept with Einar Naumann of oligotrophic and eutrophic lakes remains central to the world-view that limnologists still have. Classification fell into disrepute, however, as it became clear that there would always be lakes that deviated from the prescriptions that the classifiers made for them. Continua became the de rigeur concept and lakes were seen as varying along many chemical, biological and geographic axes. Modern limnologists are comfortable with this concept. That all lakes are different guarantees an indefinite future for limnological research. For those who manage lakes and the landscapes in which they are set, however, it is not very useful. There may be as many as 300000 standing water bodies in England and Wales alone and maybe as many again in Scotland. More than 80 000 are sizable (> 1 ha). Some classification scheme to cope with these numbers is needed and, as human impacts on them increase, a system of assessing and monitoring change must be built into such a scheme. Although ways of classifying and monitoring running waters are well developed in the UK, the same is not true of standing waters. Sufficient understanding of what determines the nature and functioning of lakes exists to create a system which has intellectual credibility as well as practical usefulness. This paper outlines the thinking behind a system which will be workable on a north European basis and presents some early results.

Non-replication of the association between 5HTTLPR and response to psychological therapy for child anxiety disorders

Background We previously reported an association between 5HTTLPR genotype and outcome following cognitive–behavioural therapy (CBT) in child anxiety (Cohort 1). Children homozygous for the low-expression short-allele showed more positive outcomes. Other similar studies have produced mixed results, with most reporting no association between genotype and CBT outcome. Aims To replicate the association between 5HTTLPR and CBT outcome in child anxiety from the Genes for Treatment study (GxT Cohort 2, n = 829). Method Logistic and linear mixed effects models were used to examine the relationship between 5HTTLPR and CBT outcomes. Mega-analyses using both cohorts were performed. Results There was no significant effect of 5HTTLPR on CBT outcomes in Cohort 2. Mega-analyses identified a significant association between 5HTTLPR and remission from all anxiety disorders at follow-up (odds ratio 0.45, P = 0.014), but not primary anxiety disorder outcomes. Conclusions The association between 5HTTLPR genotype and CBT outcome did not replicate. Short-allele homozygotes showed more positive treatment outcomes, but with small, non-significant effects. Future studies would benefit from utilising whole genome approaches and large, homogenous samples.

Clinical predictors of response to cognitive-behavioural therapy in pediatric anxiety disorders: the Genes for Treatment (GXT) Study

Objective The Genes for Treatment study is an international, multisite collaboration exploring the role of genetic, demographic, and clinical predictors in response to cognitive-behavioral therapy (CBT) in pediatric anxiety disorders. The current article, the first from the study, examined demographic and clinical predictors of response to CBT. We hypothesized that the child’s gender, type of anxiety disorder, initial severity and comorbidity, and parents’ psychopathology would significantly predict outcome. Method A sample of 1,519 children 5 to 18 years of age with a primary anxiety diagnosis received CBT across 11 sites. Outcome was defined as response (change in diagnostic severity) and remission (absence of the primary diagnosis) at each time point (posttreatment, 3-, 6-, and/or 12-month follow-up) and analyzed using linear and logistic mixed models. Separate analyses were conducted using data from posttreatment and follow-up assessments to explore the relative importance of predictors at these time points. Results Individuals with social anxiety disorder (SoAD) had significantly poorer outcomes (poorer response and lower rates of remission) than those with generalized anxiety disorder (GAD). Although individuals with specific phobia (SP) also had poorer outcomes than those with GAD at posttreatment, these differences were not maintained at follow-up. Both comorbid mood and externalizing disorders significantly predicted poorer outcomes at posttreatment and follow-up, whereas self-reported parental psychopathology had little effect on posttreatment outcomes but significantly predicted response (although not remission) at follow-up. Conclusion SoAD, nonanxiety comorbidity, and parental psychopathology were associated with poorer outcomes after CBT. The results highlight the need for enhanced treatments for children at risk for poorer outcomes.

Attityder till betygsättning i ordning och uppförande : En studie bland lärare och elever i Ålands lyceum

Syftet med den här uppsatsen har varit att ta reda på hur lärare och elever i Ålands lyceum förhåller sig till ordnings- och uppförandekriterier i betygsättningen. Vi har sett på skillnader mellan kön och också mellan olika ämnen och vi har också jämfört vårt resultat med tidigare undersökningar som gjorts i Sverige. Vår undersökning har gjorts bland 104 elever i årskurs två på gymnasiet och åtta lärare i ämnena matematik, historia, svenska och idrott. Undersökningen bland eleverna gjordes genom enkäter och bland lärarna genom intervjuer.Resultatet visar att lärarna tycker att ordning och uppförande ska vägas in i ämnesbetyget, precis som det görs nu i Ålands lyceum. Det har visat sig att en majoritet av eleverna vill ha ett separat betyg eller omdöme i ordning och uppförande. Flickorna är klart positivare till ett separat betyg i ordning och uppförande. De tycker också att ordnings- och uppförandekriterier ska vägas in mera i betygen. Det som vi också kommit fram till är att lärarna följer läroplanen i stor utsträckning, vilket till stor del beror på att de fått göra den själva. Resultaten mellan vår undersökning och tidigare undersökningar gjorda i Sverige skiljer sig inte så mycket, trots att lärarna på Åland ska ta hänsyn till ordning och uppförande i betygsättningen, medan lärarna i Sverige inte ska det.

Vårdnadshavares tankar om utvecklingssamtal och IUP : en kvalitativ undersökning

Denna uppsats syftar till att undersöka vårdnadshavares tankar kring IUP (Individuella utvecklingsplanen) och utvecklingssamtal. Undersökningen har utförts genom formella intervjuer som riktats till vårdnadshavare, vars barn går i år 1–3, och som nyligen varit på utvecklingssamtal. Sammanlagt har åtta vårdnadshavare intervjuats i två olika mellansvenska kommuner. Att vi gjort vår studie på olika platser i Sverige är för att öka den empiriska bredden, men vi har inte haft för avsikt att utföra någon jämförelse mellan de olika rektorsområdena. Våra intervjusvar har sammanställts för att sedan bearbetas och nå ett resultat där våra frågeställningar kan besvaras. Det resultat vi kom fram till visar att vårdnadshavare inte anser sig ha tillfredsställande kunskap om IUP och att delaktigheten i dokumentationen kring deras barn upplevs olika. Men detta till trots anser vårdnadshavare att de genom IUP:n har möjlighet att följa sitt barns kunskapsprocess och på så vis stödja deras utveckling. Vårdnadshavarna anser att utvecklingssamtalen fungerar bra och de är nöjda med dem och dess innehåll. Våra principiella slutsatser är att vårdnadshavare tillhandahålls för lite information kring IUP. Som blivande lärare har vi fördelen att veta om denna brist så att vi kan vidareförmedla vetskapen om detta på våra kommande arbetsplatser i utvecklande syfte.

Sports and mediatization : a case of women´s ski-jumping

Ski jumping was the only sport included in the Winter Olympics, where women were not allowed to take part until the first week of April 2011, when IOC decided to let them in to the Olympic family, a major victory for women´s ski-jumping. Since 2004 the Norwegian media had women ski jumping as one important topic in their media coverage. The third of March 2010 the new Holmenkollen ski-jumping hill was inaugurated. It had been rebuilt for the World Championships 2011. The first jump on the hill was surrounded by an intense debate. Annette Sagen was decided to be the first jumper on the hill after a poll on the social media channel Facebook that gave Annette Sagen over 40 000 votes.  However Tuesday the second of March Björn Einar Romören, a world cup jumper, did the first jump during a training session. This act started a significant chain of events. The biggest Norwegian web – magazines Verldens Gang and Aftenposten made this the head story and they invited the readers to interaction. Within 24 hours 11 000 comments were written, most of them in favor of Sagen and against Romören´s behavior. The Norwegian Ski Association excluded Romören from two World Cup competitions. What did happen during these days in the media?  I want to present the activities, which went on in two web-magazines, and analyze the articles written on the topic. Main issues are to show what an impact a social media network had on the sport in this specific case and how different actors appeared in the media and discuss if Romörens exclusion was a result of the mediatization.

The power of literature : A literature review on the incorporation of children’s literature in the lower-elementary English as a Second- Language classroom.

The use of children’s literature in the English as a Second language (ESL) classroom is a widely used teaching method. This study aims to find research relating to the incorporation of children’s literature in the lower elementary English as a secondlanguage classroom. The main questions are how children’s literature can be used in the classroom and what potential benefits it has. A systematic literature review was carried out and research from six studies was included. The included studies, analyzed in this thesis, involved children aged 6-9, who are learning a second language. The results reveal multiple benefits with the use of children’s literature in the lower elementary ESL classroom, such as vocabulary gains, improved speaking and listening skills, increased motivation and better pronunciation. The results also present a few suggestions on how to incorporate the literature in the classroom, where reading aloud to the students appears to be the most common practice. It also appears common to have post-reading sessions that include discussions about what has been read.

English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom

Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven schools in a small municipality in Sweden. The data has been collected through an Internet survey. The study also connects the results to previous international research, comparing Swedish and international research. The results suggest that even though there are many benefits of using children’s literature in the ESL classroom, the respondents seldom use these authentic texts, due to limited time and a narrow supply of literature, among other factors. However, despite these challenges, all of the teachers claim to use children’s literature by reading aloud in the classroom. Based on the results, further research exploring pupils’ thoughts in contrast to teachers would be beneficial. In addition, the majority of the participants expressed that they wanted more information on how to use children’s literature. Therefore, additional research relating to beneficial methods of teaching English through children’s literature, especially in Sweden, is recommended.