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  • 151.
    Aboueata, N.
    et al.
    Qatar University, Doha, Qatar.
    Alrasbi, S.
    Qatar University, Doha, Qatar.
    Erbad, A.
    Qatar University, Doha, Qatar.
    Kassler, Andreas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Bhamare, Deval
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Supervised machine learning techniques for efficient network intrusion detection2019In: Proceedings - International Conference on Computer Communications and Networks, ICCCN, IEEE, 2019Conference paper (Refereed)
    Abstract [en]

    Cloud computing is gaining significant traction and virtualized data centers are becoming popular as a cost-effective infrastructure in telecommunication industry. Infrastructure as a Service (IaaS), Platform as a Service (PaaS) and Software as a Service (SaaS) are being widely deployed and utilized by end users, including many private as well as public organizations. Despite its wide-spread acceptance, security is still the biggest threat in cloud computing environments. Users of cloud services are under constant fear of data loss, security breaches, information theft and availability issues. Recently, learning-based methods for security applications are gaining popularity in the literature with the advents in machine learning (ML) techniques. In this work, we explore applicability of two well-known machine learning approaches, which are, Artificial Neural Networks (ANN) and Support Vector Machines (SVM), to detect intrusions or anomalous behavior in the cloud environment. We have developed ML models using ANN and SVM techniques and have compared their performances. We have used UNSW-NB-15 dataset to train and test the models. In addition, we have performed feature engineering and parameter tuning to find out optimal set of features with maximum accuracy to reduce the training time and complexity of the ML models. We observe that with proper features set, SVM and ANN techniques have been able to achieve anomaly detection accuracy of 91% and 92% respectively, which is higher compared against that of the one achieved in the literature, with reduced number of features needed to train the models.

  • 152.
    Aboul-Enein, Mohamed N.
    et al.
    Natl Res Ctr, Pharmaceut & Drug Ind Res Div, Med & Pharmaceut Chem Dept, Med Chem Grp, Giza 12622, Egypt..
    El-Azzouny, Aida A.
    Natl Res Ctr, Pharmaceut & Drug Ind Res Div, Med & Pharmaceut Chem Dept, Med Chem Grp, Giza 12622, Egypt..
    Attia, Mohamed I.
    Natl Res Ctr, Pharmaceut & Drug Ind Res Div, Med & Pharmaceut Chem Dept, Med Chem Grp, Giza 12622, Egypt.;King Saud Univ, Coll Pharm, Dept Pharmaceut Chem, Riyadh 11451, Saudi Arabia..
    Maklad, Yousreya A.
    Natl Res Ctr, Pharmaceut & Drug Ind Res Div, Med & Pharmaceut Chem Dept, Pharmacol Grp, Giza 12622, Egypt..
    Amin, Kamilia M.
    Cairo Univ, Fac Pharm, Dept Pharmaceut Chem, Cairo, Egypt..
    Abdel-Rehim, Mohamed
    Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences.
    El-Behairy, Mohammed F.
    Natl Res Ctr, Pharmaceut & Drug Ind Res Div, Med & Pharmaceut Chem Dept, Med Chem Grp, Giza 12622, Egypt..
    Design and synthesis of novel stiripentol analogues as potential anticonvulsants2012In: European Journal of Medicinal Chemistry, ISSN 0223-5234, E-ISSN 1768-3254, Vol. 47, p. 360-369Article in journal (Refereed)
    Abstract [en]

    A series of stiripentol (SIP) analogues namely, 2-1(1E)-1-(1,3-benzodioxol-5-yl)-4,4-dimethylpent-1-en-3-ylidene]-N-(aryl/H)hydrazinecarboxamides 7a-h, (+/-)-(5RS)-N-(aryl/H)-(1,3-benzodioxol-5-yl)-3-tert-butyl-4,5-dihydro-1H-pyrazole-1-carboxamides (+/-)-8a-h, and (+/-)-[(5RS)-(1,3-benzodioxol-5-yl)-3-tert-butyl-4,5-dihydro-1H-pyrazol-1-yl](aryl)methanones (+/-)-13a-f was synthesized by adopting appropriate synthetic routes and was pharmacologically evaluated in the preliminary anticonvulsant screens. The selected bioactive new chemical entities were subjected to ED50 determination and neurotoxicity evaluation. The most active congeners are 7h in MES screen and (+/-)-13b in scPTZ screen which displayed ED50 values of 87 and 110 mg/kg, respectively, as compared to that of STP (ED50 = 277.7 and 115 mg/kg in MES and scPTZ, respectively). (C) 2011 Elsevier Masson SAS. All rights reserved.

  • 153.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    A post-colonial perspective on African education systems2020In: African Journal of Education and Practice, E-ISSN 2519-0296, Vol. 6, no 5, p. 40-54Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this article is to discuss about precolonial and colonial education and the development of the education systems in the postcolonial Africa. The paper will deal with the questions whether there were any education systems in precolonial Africa and motives for introducing the colonial education systems. Further the relation of the colonial education systems with the needs of the local society, the postcolonial education systems and their future will be analysed. 

    Methodology: Postcolonial perspective is a theoretical frame for the study. A desk-research was conducted to identify and select the relevant literature. Content analysis was used as a method to understand, analyse and interpret the literature. 

    Findings: The results of the literature review show that there were socialization mechanisms before colonialism in African societies. Education introduced in its modern form by missionaries was supposed to serve mainly religious purposes and to train low level functionaries by colonial states. Instead of focusing on local realities education was used to teach the glories of the colonial countries, spread their language and culture as well as introduce a new way of life by condemning all that was native. After independence the inherited colonial education systems continued isolating the masses who had no access to the colonial languages. 

    Unique contribution to theory, practice and policy: Findings of this study shows some limitations in African education systems. It is necessary that education policy makers and other concerned stakeholders´ to increase the use of local languages to reach the society at large, to focus on contents relevant to their contexts, to provide both theoretical and skill-based education useful for development of society and to aim towards educating productive, conscious, critical and democratic citizens.

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    African Education Systems
  • 154.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Education, Department of Education.
    African education systems, a postcolonial perspective2012Conference paper (Refereed)
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  • 155.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Book Review: Finnish Lessons, What can the world learn from educational change in Finland?2012In: Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 121-125Article in journal (Other academic)
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    Book Review: Finnish Lessons, What can the world learn from educational change in Finland?
  • 156.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Book review: Education, Social Progress, and Marginalized Children in Sub-Saharan Africa: Historical Antecedents and Contemporary Challenges2018Other (Other academic)
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    Book Review
  • 157.
    Abraham, Getahun Yacob
    Göteborgs Universitet.
    Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94).2008In: Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94)., 2008Conference paper (Refereed)
    Abstract [en]

    Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).

    Abstract

    The aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough’s Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff’s rights and responsibilities, and on relations between school, home and society.

    Key words: South Africa, Sweden, Curricula, and Democratic values

  • 158.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Critical Pedagogy: Origin, Vision, Action & Consequences2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, p. 90-98Article in journal (Other academic)
    Abstract [en]

    Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators’ possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it.

     

    Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.

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  • 159.
    Abraham, Getahun Yacob
    Göteborgs Universitet.
    Curriculum Reform and Life Orientation Education in Post Apartheid South Africa2010In: Education Policy / [ed] Gregory Papanikos, Athens: Athens Institute for Education and Research , 2010, p. 79-102Chapter in book (Refereed)
  • 160.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Democratic Values in the Comprehensive Schools Curricula of the Nordic Countries.2013Conference paper (Refereed)
    Abstract [en]

    Democratic values in the comprehensive schools curricula of the Nordic countries.

     

    The major focus of this paper is to find out which aspects of democratic values are emphasised in the comprehensive schools curricula of the five Nordic countries. It is also an intention of the paper to find out similarities and differences in emphasis and if available data allows to further investigate the reasons for differences and similarities.

    Major sources for the work were curricula of comprehensive schools from the different Nordic countries. Each countries current curriculum was closely read to understand their contents and to undertake comparative analysis. Text analysis was used as a major tool to look closely at the text and context. For further knowledge journals on curriculum studies and other relevant materials were consulted.

    A preliminary review of the general section of comprehensive schools curricula of these countries show:

    In the Danish curriculum participation, responsibility and understanding rights and duties are emphasised.

    The Finnish curriculum raises issues on human rights, equality, natural diversity, preservation of environment and multiculturalism. Responsibility, a sense of community and respect for the right and freedom of the individual are emphasised. General diversity and gender equality are given significant attention.

    In the Icelandic curriculum the major focus is human rights, collective responsibility, participation, influencing, and respect. Concern for people, animal and the environment are included in the curriculum. Critical thinking and reflection, active cooperation & collective responsibility are also emphasised.

    The Norwegian curriculum mentions understanding, cooperation, independence, individual freedom and tolerance as important issues.

    Swedish curriculum raises issues on respect for human rights, respect for persons and the environment. It considers inviolability of human life, individual freedom and integrity, equality between women and men, solidarity with the weak and vulnerable as crucial points. Sense of justice, generosity of spirit, tolerance and responsibility, well-being and development of the individual, no discrimination and personal responsibility were among the areas the curriculum lifted up.

    The curricula in these five countries give room for democratic values. There are some variations on emphasises on specific issues. But all the curricula include issues of rights and responsibilities.

    Keywords: curricula, democratic values, Nordic countries

  • 161.
    Abraham, Getahun Yacob
    Utbildningsvetenskapliga fakulteten, Göteborgs universitet.
    Education for Democracy?: Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.

  • 162.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Failed grades, schools, families and neighborhoods: Swedish Immigrant pupils’ reflections on their reality2017Conference paper (Refereed)
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  • 163.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Immigrant Students Reflections on Their Failed Results from Compulsory School: Reconsidering Multi-dimensional Solutions2018In: Journal of Education and Cultural Studies, ISSN 2573-0401, Vol. 2, no 3, p. 213-226Article in journal (Refereed)
    Abstract [en]

    The purpose of the study is to investigate reasons students with an immigrant background in one Swedish high school gives for their failure in some subjects at the end of their compulsory education. An interview with 18 students with an immigrant background is used as a method. According to the students, schools’ employment of substitute teachers without subject knowledge, reducing and firing competent teachers and less time for Swedish language lessons are reasons for failure in relation to schools. Other reasons given that affect results relate to family issues; leaving their country of origin, having many siblings and not getting enough attention from parents, parents inability to help them with school work, limited family financial resources and social obligations to support family members in their country of origin. In their residential area; not meeting persons with Swedish origin, lack of recreational facilities and meeting place, higher unemployment and crime rate are emphasized as affecting their lives and influencing their results. Based on the research findings and reviewed literature, students’ failure is mainly related to school, family and residential areas. The problems vary to a great extent, hence, the solutions should also bemulti-dimensional.

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  • 164.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Innan doktorshatten: Granskning av utbildningsvetenskapliga avhandlingar2018In: Samhälle, genus och pedagogik-utbildningsvetenskapliga perspektiv: Vänbok till Inga Wernersson / [ed] Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg, Trollhättan: Högskolan Väst , 2018, p. 219-238Chapter in book (Other academic)
  • 165.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    International practicum for what and on whose terms?2018Conference paper (Refereed)
    Abstract [en]

    International practicum for what and on whose terms?

     

                                                                     Getahun Yacob Abraham

                                                                                           Senior Lecturer

                                                                                           Karlstad University

     

    The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009;  Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995).

     

    Keywords: Internationalization, International practicum, teacher students, North, South. 

     

    References

     

    Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry.  

    https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035

     

    Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368.

     

    Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428.

     

    Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37.

     

    Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104. 

     

    Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95.

     

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  • 166.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Internationalisation and international practicum for what and on whose terms?2020In: Global and Intercultural Competence through Practicum in the Global South. / [ed] Kirsten Andreassen, Birgit Breusch och Jacob Clausen, Köpenhamn: Københavns Professionshøjskole , 2020, 2, p. 22-33Chapter in book (Other academic)
    Abstract [en]

    This paper will investigate the aims of internationalisation and international practicum, with the focus on the later. It is important to consider whether both partners in the exchange receive benefits, and if not to reconsider the practicum arrangements to ensure greater equity of benefit. Review of literature in the field and my own experiences as a Swedish university lecturer involved in student teacher practica will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific goal of dealing with demographic change taking place in the student teacher´s home country. This demographic change has typically resulted in an increased cultural diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009;  Marx & Moss, 2011; Wiken & Klein, 2017). Experiences show that in the movement of students from the North to the South, economically and politically dominant countries are more likely to dictate the terms of relationships (Bosire & Brigham, 2009;  Yang, 2002). Viewed from another perspective, countries considered in the center due to their economic and political influence gain more advantages than countries considered in the periphery (Barnet & Reggie, 1995).

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    Internationalisering
  • 167.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lektioner om ledarskapskvalitet och röstningsförfarande i sydafrikanska grundskolor2011In: Kapet (avslutad tryckt version), ISSN 1653-4743, KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, p. 96-107Article in journal (Other academic)
    Abstract [sv]

    Denna studie tar sin utgångspunkt i hur lärare undervisar om den sociala utvecklingsdelen av ”Life Orientation” i sydafrikanska grundskolan. Specifikt fokus ligger på lektioner om ledarskapskvalitet och om att rösta för tredjeklasselever i fyra skolor. Var och en av klasserna dominerades av antingen svarta, färgade, vita eller blandade grupper av elever. Ulf P Lundgrens ramfaktorteori användes för att studera skolans organisation. Basil Bernsteins ”Pedagogic device” användes för att förstå olika pedagogiska verksamheter i klassrummet. Fältarbeten med en etnografisk metod och en kvalitativ strategi användes för att få tillgång till empiriska data. Policy- och läroplansdokument, riktlinjer och läroböcker analyserades. Klassrumsobservationer i fyra klasser och intervjuer med 14 tredjeklasslärare genomfördes. För att vara lärare i Sydafrika krävs minst två års lärarutbildning efter avslutad gymnasieskola. Lärarna i de klasser som studerades genomgick sin lärarutbildning under apartheidtiden. På grund av begränsad fortbildning och bristande erfarenheter av den nya läroplanen hade de ibland svårigheter att förstå och tolka det aktuella ämnet. Enorma skillnader i material, ekonomiska och organisatoriska resurser förelåg mellan olika klasser och skolor. Lärarna dominerade lektionerna och direkt överföring användes som metod. Det sätt lärarna höll lektion om ledaregenskap och om att rösta varierade, men alla visade demokratiska brister. Lärarna valde själva kandidater till klassledare i tre av klasserna. Det blev också tydligt att klassernas miljöer inte befrämjade vare sig kritiskt och kreativt tänkande eller demokratisk fostran.

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  • 168.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Life Orientation: Lessons on leadership qualities and voting in grade three classes in South African schools2013In: Online Educational Research Journal, E-ISSN 2044-0294Article in journal (Refereed)
    Abstract [en]

    Life Orientation: lessons on leadership qualities and voting in grade three classes

    Abstract

    The focus of this study was lessons on leadership qualities and voting in grade three classes in four Eastern Cape schools. Frame factor theory and theory of pedagogical devices were used. The study employed text analysis, classroom observation in four 3rd grade classes and interviews with 14 third grade teachers as sources of data. The results of the study indicated there were differences among teachers when it came to understanding and interpreting the theme. The teachers interviewed have general qualifications but lacked training to teach this theme. Between the schools there were differences in manpower, material and financial resources. There were similar teaching procedures although there were differences in teachers’ approaches. Learners’ understanding was influenced by family background. In general, teachers dominated and controlled the whole procedure by proposing candidates and vote counters. Findings from this study could be relevant for teachers and other school personnel for their future commitment to teaching democracy by practising it. Keywords: Classroom, democracy, differences, leadership qualities, learners, life orientation, participation, South Africa, teachers, voting

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    Life Orientation
  • 169.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    New Public Management in the Swedish Higher Education2016Conference paper (Refereed)
    Abstract [en]

    The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.

  • 170.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Nukruma’s and nyerere’s educational visions: what could contemporary africa learns from them?2014Conference paper (Refereed)
    Abstract [en]

    NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM?

     

    Getahun Yacob Abraham

    Senior Lecturer

    Institution for Pedagogical Studies

    Karlstad University  

     

     

    This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.  

     

     

    Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions

  • 171.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Re-inventing" Freire for the 21:st Century2013In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 9, no 1, p. 8-17Article in journal (Other academic)
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    "Re-inventing" Freire
  • 172.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teacher Education as Preparation for Diversity2019Conference paper (Refereed)
    Abstract [en]

    This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of “generative themes”, dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents’ perspectives; helping children to understand and respect diversity; engaging with disadvantaged children’s diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments. 

  • 173.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teachers as pedagogues, intellectuals and activists for promoting social justice through education2018Conference paper (Refereed)
    Abstract [en]

    Abstract

    The purpose of this study is to investigate how teachers prepare themselves to play their role of developing their students critical thinking to understand the injustice and power relations in their society. The emphasis is on teachers as subjects and their role on preparing “critical citizens” (Moyo, 2013) that will promote democracy and social justice. 

    Teachers are expected to work with different functions of education such as qualifications, socialization and subjectification (Biesta, 2015). Kincheloe (2008) describe teachers in a critical context as follows:

    Teachers working in a critical context rebel against the view of practitioners as information deliverers, as deskilled messengers who uncritically pass along a canned curriculum. Highly skilled scholarly teachers research their students and their communities and analyse the curricular topics they are expected to cover. In light of such inquiry, these teachers develop a course of study that understands subject matter and academic skills in relation to where their students come from and the needs they bring to school…  (Kincheloe 2008, 118).  

    My attempt to understand the role of teachers is inspired by critical pedagogy. According to this perspective, teachers who are willing to give room for their students and encourage them to be critical citizens are considered “problem posing educators” (Freire, 1970), “radical teachers” (Giroux, 1983), “public intellectuals” (Giroux, 2011), etc. According to Freire (1970) these teachers recognize the role of “teacher-student” and “student-teacher”; they teach their students and they are also ready to learn through their students´ reflections and from their life experiences. 

    These teachers in addition to their good theoretical understanding are also activists in their society. Through participation in organizations such as teachers´ unions, local cultural and social associations they are well informed about the current issues and demands of their society.

    In their classrooms, together with their students through “generative themes” (Freire, 1970) raises issues that are not only about school subjects but also relevant to the society at large. By using “dialogic metod” (Ibid., Shor & Freire,1987) they gradually approach the issues from different angels; this enable them to see inequalities and injustice some sectors of the society are experiencing. Beyond understanding, in practice they work on promoting democracy and social justice.  

    I would like to give two examples from the literature I reviewed. The first one is about an American high school teacher, who brought a leather soccer ball and put it in front of his students of Global Studies. He asked them to write anything about the ball and he told them they are allowed go to the front touch it and investigate it as they want. They wrote about it from different perspectives but all of them missed the text in small letters on the ball, that says Made in Pakistan. When the teacher showed them that, they started wondering why it was made in Pakistan, who produced it, how was the working condition for those who produced it, etc. This lead them to critically reflect and discuss even other issues related to materials produced abroad and the exploitative relations involved (Smyth, 2011). 

    The second example is about students from poor farmer families in Tuscany region in Italy. They were helped by their teacher, Don Lorenzo Milani to be aware of their underclass non-privileged position in their society and their school. Eight pupils from the school, Barbiana school wrote a book titled, Letter to A Teacher (Lettera). In their book, they criticized the school system for failing them and the privilege middle class children received in their expense (Mayo, 2013). 

     

  • 174.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The Neoliberal New Public Management influence on the Swedish Higher Education2017In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 45-58Article in journal (Other academic)
    Abstract [en]

    This study is about neoliberal New Public Management (NPM) entry into the Swedish higher education institutions, its effects and the possible alternatives to it. Academic articles, policy documents and government reports are used for the study. The results of the study show in the Swedish higher education institutions, NPM market characters such as efficiency, competition, quality control, customer satisfaction and manpower training for the labour market are emphasised. Easily measurable knowledge is prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, and staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasise on the importance of all partners in higher education to review the present condition to facilitate the possibility of keeping higher education as public autonomous institutions, academic freedom intact, assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long-term and short-term research.

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    NPM
  • 175.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The Quest for Intercultural Perspective in the Swedish Education System2019In: European Conference for Education Research (ECER 2019), 2019Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to explore the status of intercultural perspective in education in Sweden. The study is guided by three questions of what are the official views of intercultural perspective in education, why intercultural perspective is relevant for education and what are the possible ways of implementing it. Bennett´s definition of intercultural learning is considered as theoretical starting point for the study, ‘Acquiring increased awareness of subjective cultural context (world view), including one’s own, and developing greater ability to interact sensitively and competently across cultural contexts...’ (Bennett, 2009, S.3). A general literature on intercultural perspective and a literature on the subject with specific focus on Sweden are referred for this study. The result of the reviews show the concept of intercultural education was introduced as a policy documents in Sweden as early as the 1980s; a serious definition of what intercultural was not considered; there is a general recognition of diversity based on language, religion, ethnicity, gender, etc; while recognizing diversity, the focus is on understanding differences; on helping the “immigrant” to integrate to the society; on stating laws and policies for protection against discrimination of different groups. There is a common understanding among the authors of the reviewed texts, that more should be done to develop intercultural perspective in the different levels in the education system. 

  • 176.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vägen från antagonism till agonism i Sydafrika, utbildningsreformer och läroplaner efter apartheid2014Other (Other academic)
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  • 177.
    Abraham, Getahun Yacob
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    What are the aims of the lessons on role models?: Teachers and pupils’ understanding of the theme in South African comprehensive school classes.2015In: Online Educational Research Journal, E-ISSN 2044-0294, Vol. 5, no 5Article in journal (Refereed)
    Abstract [en]

    Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault’s concepts of normalisation and normalising judgment and Connell’s concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.

     

     

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    What are the aims of the lessons on role models
  • 178.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barksdale, Mary Alice
    Virginia Tech.
    Literacy and Democracy in South African Primary Schools2018 (ed. 1)Book (Refereed)
  • 179.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bergersen, Ane
    Western Norway University of Applied Sciences, Norway.
    Freire’s concepts and theories as a strategy to reduce poverty2019Conference paper (Refereed)
    Abstract [en]

    Abstract: Freire’s concepts and theories as a strategy to reduce poverty

     

    Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden 

     

    Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences

     

    The UN Sustainable Development Goals puts as its first goal, “End Extreme Poverty In All Forms By 2030” (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts “generative themes”, dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire’s concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.

  • 180.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Högskolan i Borås.
    Börebäck, Maria Kristina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Komplementära granskningskriteriers betydelse för hur doktorsavhandlingars kvalitet beskrivs: En analys av fakultetsopponenters sammanfattande kommentarer av doktors­avhandlingar 2000-20152021In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 17, no 1, p. 70-98Article in journal (Other academic)
    Abstract [sv]

    Denna artikel beskriver hur fakultetsopponenter motiverar avhandlingars kvalitet i populärvetenskapliga sammanfattningar som publicerats i tidskriften Pedagogisk forskning i Sverige under perioden 2000-2015. I artikeln fokuseras granskningskriterier som gäller relevans, förståelse av forskningsfältet, presentation av texten och dess kommunicerbarhet, originalitet och bidrag samt självständighet, vilka alla kompletterar de grundläggande gransknings­kriterierna.  I artikel fokuseras hur dessa granskningskriterier kommer till uttryck och används när fakultetsopponenter beskriver en avhandling som de har granskat. Syftet är att tydliggöra hur dessa granskningskriterier framställs när fakultetsopponenter lyfter fram vad som är betydelsefullt i avhandlingarna. Studien omfattar 59 sammanfattande texter från 60 olika disputationstillfällen. Avsikten är att bidra till en djupare förståelse av dessa gransknings­kriterier och hur de kommer till uttryck, till nytta för doktorander, handledare och fakultets­opponenter. 

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  • 181.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Margrain, Valerie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Internationalisation and Interculturality in Preschool Teacher Education: Whose Agenda?2020In: Internasional Utvecksling i Laerutdanning, 2020Conference paper (Refereed)
    Abstract [en]

    This study explores the question, how do Karlstad University (KAU) preschool teacher education students perceive their course materials in relation to internationalisation and intercultural practice? Questionnaires were administered through the Survey and Report tool to all students in the program. Out of 648 students who received the questionnaire, 94 (14.5%) replied. Cultural-Historical Activity Theory (CHAT) is used as theoretical perspective for the study, with analysis exploring the CHAT elements of: tools; subjects; rules; community; division of labour; objects; and outcomes. Results of the study show that students recognized the availability of internationalization and intercultural perspective in their courses, and particularly valued opportunities to meet and discuss with practicing preschool teachers working in multicultural and multilingual areas. Results also note challenges with creating opportunity for students to meet students from other countries, either in Sweden or online. Some students also indicated they found it difficult to engage with English language texts that used critical theory or which differed from Nordic contexts. Our research suggests that Swedish student teachers value content which prepares them for working in Sweden with culturally diverse students, but place less value on higher education goals of internationalisation when these are not closely connected to practice. 

     

  • 182.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    von Brömssen, Kerstin
    Högskolan Väst.
    Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa2018In: Education Inquiry, E-ISSN 2000-4508, Vol. 9, no 4, p. 347-362Article in journal (Refereed)
    Abstract [en]

    Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

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  • 183.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    von Brömssen, Kerstin
    Learning through short field studies, Swedish students voice on field studies in schools in South Africa.2014Conference paper (Refereed)
    Abstract [en]

    Abstract

    The focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.

  • 184.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    von Brömssen, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Swedish student teachers´ perspectives on their short field study in South Africa2018Conference paper (Refereed)
    Abstract [en]

    This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”. 

     

     

  • 185.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Wikan, Gerd
    Hedmark University of Applied Sciences, Norway.
    Postcolonial perspective, indigenous knowledge and critical theories for transforming universities and societies in Southern/Africa2017Conference paper (Refereed)
    Abstract [en]

    This conference paper will address some problems facing Southern/African universities. Instead of detailed discussion of general problems facing universities in Southern/Africa, it will focus on universities relation to their funding partners such as the state and external donors, as well as their role as higher education institution in terms of teaching, research and the outreach/community services program. We believe postcolonial investigation into higher education helps universities to look into their past and its impact on their present. Through researching indigenous knowledge systems, they can find out about locally developed knowledge that they can integrate into their educational curricula. Concepts from critical theories could be used to analyse universities relations to their funders, their teaching-learning process, their research and their outreach to their communities. Specifically, through using critical pedagogic approach, they can prepare their students to critically view the reality of their societies, to find out their needs and to participate in the process of their transformation. On the base of these perspectives, hopefully universities could address the problems of inequalities caused by class, gender, ethnicity and race.

     

     

    KEYWORDS: Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa.

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  • 186.
    Abrahamsen Grøndahl, Vigdis
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Patients’ perceptions of actual care conditions and patient satisfaction with care quality in hospital2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    There are theoretical and methodological difficulties in measuring the concepts of quality of care and patient satisfaction, and the conditions associated with these concepts. A theoretical framework of patient satisfaction and a theoretical model of quality of care have been used as the theoretical basis in this thesis.

    Aim. The overall aim was to describe and explore relationships between person-related conditions, external objective care conditions, patients’ perceptions of quality of care, and patient satisfaction with care in hospital.

    Methods. Quantitative and qualitative methods were used. In the quantitative study (I-III), 528 patients (83.7%) from eight medical, three surgical and one mixed medical/surgical ward in five hospitals in Norway agreed to participate (10% of total discharges). Data collection was conducted using a questionnaire comprising four instruments: Quality from Patients’ Perspective (QPP); Sense of Coherence scale (SOC); Big Five personality traits – the Single-Item Measures of Personality (SIMP); and Emotional Stress Reaction Questionnaire (ESRQ). In addition, questions regarding socio-demographic data and health conditions were asked, and data from ward statistics were included. Multivariate statistical analysis was carried out (I-III). In the qualitative study 22 informants were interviewed (IV). The interviews were analysed by conventional content analysis.

    Main findings. Patients’ perceptions of quality of care and patient satisfaction ranged from lower to higher depending on whether all patients or groups of patients were studied. The combination of person-related and external objective care conditions explained 55% of patients’ perceptions of quality of care (I). 54.7% of the variance in patient satisfaction was explained, and the person-related conditions had the strongest impact, explaining 51.7% (II). Three clusters of patients were identified regarding their scores on patient satisfaction and patients’ perceptions of quality of care (III). One group consisted of patients who were most satisfied and had the best perceptions of quality of care, a second group of patients who were less satisfied and had better perceptions, and a third group of patients who were less satisfied and had the worst perceptions. The qualitative study revealed four categories of importance for patients’ satisfaction: desire to regain health, need to be met in a professional way as a unique person, perspective on life, and need to have balance between privacy and companionship (IV).

    Conclusions. Patients’ perceptions of quality of care and patient satisfaction are two different concepts. The person-related conditions seem to be the strongest predictors of patients’ perceptions of quality of care and patient satisfaction. Registered nurses need to be aware of this when planning and conducting nursing care. There is a need of guidelines for handling over‑occupancy, and of procedures for emergency admissions on the wards. The number of registered nurses on the wards needs to be considered. Healthcare personnel must do their utmost to provide the patients with person‑centred care.

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    Patients' perceptions...
  • 187.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Karlsson, Ingela
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Appelgren, Jari
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Economics and Statistics.
    Wilde Larsson, Bodil
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Exploring patient satisfaction predictors in relation to a theoretical model2013In: International Journal of Health Care Quality Assurance, ISSN 0952-6862, E-ISSN 1758-6542, Vol. 26, no 1, p. 37-54Article in journal (Refereed)
  • 188.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Karlsson, Ingela
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Wilde-Larsson, Bodil
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Predictors of patients' satisfaction - basis for quality improvement work in hospital2010Conference paper (Refereed)
  • 189.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Karlsson, Ingela
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Appelgren, Jari
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Economics and Statistics.
    Wilde-Larsson, Bodil
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Quality of care from patients' perspective: impact of the combination of person-related and external objective care conditions2011In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 20, no 17/18, p. 2540-2551Article in journal (Refereed)
    Abstract [en]

    Aims and objectives. To describe patients' perceptions of quality of care and to explore combinations of person-related and external objective care conditions as potential predictors of these perceptions. Background. Several studies have examined various single factors of person-related and external objective care conditions in relation to quality of care. None of these has included the effect of over-occupancy on patients' perception of quality of care. Furthermore, little is known about how combinations of different factors are related to each other and to the perception of quality of care using multivariate analysis. Design. A cross-sectional design. Method. A total of 528 patients (83·7%) from 12 medical, surgical or medical-surgical wards in five hospitals in Norway participated. Perceptions of quality of care and person-related conditions were measured with the 'Quality from Patient's Perspective' instrument. Data on external objective care conditions was collected from ward statistics provided by head nurses. Multivariate general linear modelling was used ( p < 0·05). Results. The combination of person-related and external objective care conditions revealed five factors that predict patients' perception of quality of care. Three of these are person-related conditions: sex, age and self-reported psychological well-being and two of them are external objective care conditions: RNs (headcount) on the wards and frequency of over-occupancy. These five factors explained 55% of the model. Patients rated the quality of care high. Conclusions. Sex, age, psychological well-being, frequency of over-occupancy and the number of RNs are important factors that must be emphasised if patients are to perceive the quality of care as high. Relevance to clinical practice. Head nurses and healthcare authorities must continually prepare the wards for over-occupancy and they must consider the number of RNs working on the wards.

  • 190.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Karlsson, Ingela
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Wilde-Larsson, Bodil
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Quality of care from patient's perspective - how is it affected by the hospital's organisation and structure of nursing care?2009Conference paper (Refereed)
  • 191.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Östfold university Norway.
    Persenius, Mona
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Bååth, Carina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Helgesen, Ann Karin
    Östfold university, Norway.
    The use of life stories and its influence on persons with dementia, their relatives and staff: A systematic mixed studies review2017In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 16, no 28, article id 28Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Dementia is an important predictor of nursing home admissions. Due to progressive dementia symptoms, over time it becomes difficult for persons with dementia to communicate their wishes and participate in decisions concerning their everyday lives. Their well-being, sense of dignity, integrity and personhood are at risk. The persons' life stories have been highlighted as particularly important in dementia care and are referred to as seeing the person beyond the dementia. The aim of this study was to explore and describe the use of life stories and its influence on persons with dementia living in nursing homes, their relatives and staff.

    METHODS: A systematic mixed studies review was conducted. The literature searches were performed in the following databases: CINAHL, PubMed and PsycINFO and the Cochrane library, as well as by hand searching references in the studies included. An updated search was performed eight months after the first search. Data was synthesised inspired by integrative analysis.

    RESULTS: Three studies using quantitative design and two studies (presented in three papers) using qualitative design representing research from 2006 to 2015 were included in the review. Life stories generally had a positive influence on the persons with dementia, their relatives, and staff. The use of life stories might contribute to 'Maintenance of the person with dementia as a whole person rather than a demented patient'. On the other hand, enabling persons with dementia to tell their own story could be a challenge. For the staff it could be challenging when sensitive information emerged uninvited. Involving relatives could also be difficult as to whose story were uncovered.

    CONCLUSIONS: The use of person's life story might be of significance, but there is not enough evidence to make any statement about its importance as the research is scarce. Studies, including randomised controlled trials, are needed to measure the impact of life story work on the physiological and psychological aspects of persons with dementia, and also how it influences their relatives and staff.

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  • 192.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Wilde Larsson, Bodil
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Karlsson, Ingela
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    A pattern approach to analysing patients’ satisfaction and quality of care perceptions in hospital2011In: The International Journal of Person Centered Medicine, ISSN 2043-7730, E-ISSN 2043-7749, Vol. 1, no 4, p. 766-775Article in journal (Refereed)
  • 193.
    Abrahamsen Grøndahl, Vigdis
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Wilde Larsson, Bodil
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Karlsson, Ingela
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Patients' experiences of care quality and satisfaction satisfaction during hospital stay: a qualitative study2013In: European Journal for Person Centered Healthcare, ISSN 2052-5656, Vol. 1, no 1, p. 185-192Article in journal (Refereed)
    Abstract [en]

    Rationale, aim and objectives: Patients experiencing high care quality and satisfied patients are more likely to follow treatments. Patient satisfaction is an important contributor to physical and mental health-related quality of life. Research emphasises the need to further study satisfaction from the patients’ perspective. The aim was to describe patients’ experiences of care quality and the relation to their satisfaction during hospital stay. 

    Methods: A qualitative descriptive design was used. Interviews were conducted with 22 patients discharged from hospital. Data was analysed by conventional content analysis.

    Results: Four categories and seven subcategories describing patients’ experiences of care quality and the relation to their satisfaction emerged. Desire to regain health comprised waiting for treatment, being cured, having hopes of being cured and described the treatment and health outcome of hospitalisation. Need to be met in a professional way as a unique person comprised receiving personalized knowledge, receiving healthcare by competent healthcare personnel and described the way patients need to be met by healthcare personnel. Need to be involved comprised taking responsibility for own health, leaving responsibility for own health and concerned the patients’ way of handling hospitalisation. Need to have balance between privacy and companionship concerned the relationship to fellow patients.

    Conclusions: Health condition is of great importance to patients’ experiences of quality of care and their satisfaction in relation to hospital stay. The healthcare personnel need to be aware that seriously ill patients may never be completely satisfied. Furthermore, healthcare personnel must do their utmost to provide the patients with person-centered care.  Hospital managers must consider the design of wards with respect to such matters as multiple-bed versus single-bed rooms and heads of nursing must carefully plan each patient’s accommodation.

  • 194. Abrahamson, Magnus
    Dopet - en källa till försoning och splittring: En studie av dopteologin inom Evangeliska Fosterlandsstiftelsen, Svenska Baptistsamfundet och Svenska Missionsförbundet1997Independent thesis Advanced level (degree of Master (One Year))Student thesis
  • 195.
    Abrahamsson, Adam
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    de Bourgh, Simon
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Hållbarhetscertifieringssystem i anläggningsbranschen: En studie om upphandlingskrav kopplat till hållbarhetscertifieringar i offentliga upphandlingar2014Independent thesis Basic level (university diploma), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Sustainability rating schemes has come to be used extensively since it´s arrival to Sweden during the 21th century. Today, the number of sustainability certifications increases for projects in the construction industry while only a few projects has been certified in the civil engineering industry. The reasons of the interesting development has been studied by investigating how the construction industry clients in the public sector should be able to claim use of sustainability rating schemes without infracting the Swedish public procurement act.

    The study has been conducted by literature- and interview research. Interviews were conducted with various stakeholders in the industry. The purpose was to obtain an unambiguous opinion of how clients should require use of sustainability rating schemes in public procurements. The study also discussed how stakeholders monitor and evaluate their work. The literature research analyzes previous work in the topic and evaluates procurements which contains requirements of sustainability rating schemes.

    The overall conclusions from this study is:

    • The industry demands a standardized framework about how to phrase requirements. Public clients should procure likewise, regardless of their location in Sweden.

    • More pilot projects must be implemented to find out how to achieve maximum benefit with sustainability rating schemes.

    • The industry wants more clear and measurable requirements.

    • Not to be contrary to the Swedish public procurement act, clients can phrase functional requirements based on the manual of the sustainability rating scheme they wish to use.

    • The clients should not worry about appeals, since appealed procurements because of sustainability requirements is rare. It is important to have clearly phrased requirements where the choice of sustainability rating scheme, specified criteria and level is clarified.

    • By the new EU-directives comes an update of the Swedish procurement act, which will enforce in 2016 with the intention of making it easier to set requirements for sustainability rating schemes.

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    Hållbarhetscertifieringssystem i anläggningsbranschen
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    Arkivfi
  • 196.
    Abrahamsson, Agneta
    et al.
    Högskolan i Jönköping, Hälsohögskolan.
    Lindmark, Ulrika
    Högskolan i Jönköping, HHJ. Oral hälsa.
    Gerdner, Arne
    Högskolan i Jönköping, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Sense of coherence of reindeer herders and other Samis in comparison to other Swedish citizens2013In: International Journal of Circumpolar Health, ISSN 1239-9736, E-ISSN 2242-3982, Vol. 72, article id 20633Article in journal (Refereed)
    Abstract [en]

    Background. Samis are indigenous people in north Europe. In the territory called Sa´pmi (Lapland), reindeer herding is the traditional base for the Sami economy. The relation between living conditions and positive health of the Swedish Samis has been sparsely studied. As health is closely linked to sense of coherence (SOC), an understanding of the background factors to SOC may contribute knowledge that might be useful in promoting living conditions and health.

    Methods. The study examines relations between the level of SOC and background factors from surveys in a Sami population (n=613) in comparison to a non-Sami population (n=525) in Sweden, and in comparison between 2 subsamples of Samis, that is, herders and non-herders.

    Results. There are more similarities than differences between the Sami and non-Sami populations. However, dividing the Sami population, reindeer herders had significantly lower SOC, and in specific the subcomponent manageability, that is, less ability to use available resources to meet different demands in life, compared to non-herders.

    Conclusions. In addition to age and health, predictors of SOC are related to the life form of reindeer husbandry and the belonging to the herding community

  • 197.
    Abrahamsson, Alva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Handskrift, att vara eller inte vara?: Lärares syn på handskrift i dagens digitaliserade samhälle2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Writing by hand is not that obvious in todays digitalized society, much of what we write and read is digitized. Today we communicate via SMS, email, and social media instead of sending letters and postcards. What do teachers think of handwriting still being a part of the curriculum? Will handwriting survive or is it on its way out?In this survey nine teachers in preschool to sixth grade have been interviewed to hear their opinions about the handwriting, if they think it is important to preserve it. How they motivate their children to write by hand even though the society is digitalized. If they feel that the educational material companies have adapted to the digital curriculum or if there still are good analogue materials available.The results show that the teachers think handwriting is important as there is a connection between brain and hand which is good for learning. The students also practice their fine motor skills when they are allowed to write by hand, which the teachers attach great importance to.

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    fulltext
  • 198.
    Abrahamsson, Amanda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Läsning av faktatexter i grundskolans tidigare år: En kvalitativ studie om grundskollärare och deras sätt att arbeta med förståelse av faktatexter med sina elever2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This essay aims at analyzing how to work with factual texts with early-age pupils. I analyzehow four elementary school teachers work with reading and understanding of factual texts. Inthis survey, I study the context in which teachers work with factual texts and when theychoose to introduce them to the pupils. I also looked at what reading strategies teachers usewhen reading factual text with their pupils. As my main method, I have used interviews and Ihave collected and analyzed material relevant and useful for my study. The four informantschosen for the survey are active teachers and have worked in the profession for at least tenyears to gain a breadth in their experience. They work at two different schools. My studyshows that factual texts are an important part of the teaching for my informants, but there is adifference between the schools. One school works continuously with a genre goal and has agreater awareness of reading factual texts than the other school has.

  • 199. Abrahamsson, Anders
    et al.
    Gustavsson, Daniel
    Den framtida svenska bankmarknaden för privatpersoner2002Independent thesis Advanced level (degree of Master (One Year))Student thesis
    Abstract [sv]

    Etableringsmöjligheterna för banker i Sverige präglades fram till 1980-talet av stark reglering. Nyetableringar av såväl inhemska som utländska banker reglerades genom lagstiftning. Restriktionerna var hårda och etableringar i andra former än representationskontor var förbjudna för utländska aktörer. Allt eftersom lättnader skett har även konkurrensbilden på bankmarknaden förändrats. Branschglidningen mellan bank och försäkringsverksamhet är ett exempel på den ökande konkurrensen. Det har gått relativt snabbt från en situation med hårt reglerade nationella marknader till ett läge med intensiv och öppen internationell konkurrens inom flera segment. Såväl bank- som försäkringsbranschen karakteriseras trots de senaste årens avregleringar fortfarande av en hög koncentration. De fyra största (Förenings-Sparbanken, Nordea, Skandinaviska Enskilda Banken och Svenska Handelsbanken) innehar en marknadsandel på omkring 85 procent. De främsta orsakerna till koncentrationen till ett fåtal aktörer förmodas ha sin orsak i trygga, upparbetade relationer samt att det upplevs besvärligt att byta bank. Idag genomgår den svenska bankmarknaden en snabb strukturomvandling. Ett exempel på detta är att ICA och Coop startar bankverksamhet. Denna förändring fick oss intresserade av den framtida svenska bankmarknaden. Uppsatsens syfte är därför att analysera den framtida svenska bankmarknaden för privatpersoner utifrån vad ett urval av representanter på dagens svenska bankmarknad tror om framtida aktörer, erbjudande och kundrelationer. För att uppnå vårt syfte genomfördes åtta semistrukturerade intervjuer med åtta aktörer på den svenska bankmarknaden. Vid intervjuerna fram kom det att samtliga aktörer anser att konkurrensen på den svenska bankmarknaden kommer att öka. Nya aktörer skulle kunna utgöras av företag som går ihop och bidrar var och en med sin kärnkompetens. Ett exempel på detta skulle kunna vara Microsoft, Telia och GE- kapital som tillsammans startar bankverksamhet. Respondenterna menar också att utformningen av kunderbjudanden och dess innehåll kommer att förändras. Ett exempel på detta är en ökad grad av små kontor lokaliserade på platser med stor kundgenomströmning. Respondenterna menar vidare att vardagstjänsterna till stor del kommer att skötas via Internet eller telefon och att kvalificerad rådgivning blir viktigare. Även om respondenterna har olika åsikter om hur kundrelationerna skall hanteras, menar alla att långsiktighet är viktigt för att uppnå lönsamma relationer. Detta skulle sammanfattningsvis innebära att vi i framtiden får se djupare och mer intensiva relationer mellan bankerna och deras kunder.

  • 200. Abrahamsson, Anders
    et al.
    Gustavsson, Daniel
    Kundinvolvering i tjänsteutveckling - en studie av IT-företag i Karlstad2001Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Enligt studier är 35 % till 44 % av alla produkter/tjänster som lanseras misslyckade (Gustafsson, 1998). En orsak till misslyckade produkter/tjänster är att kunden kan ha outtalade behov som inte framkommer vid traditionella marknadsundersökningar (Urban och von Hippel, 1988). För att utveckla framgångsrika produkter och tjänster anser Cooper (1994) att kunden skall vara involverad i utvecklingsprocessen. Denna uppsats kommer att behandla kundinvolvering i tjänsteutveckling. Inriktningen mot kundinvolvering klarnade under kursen Tjänster och IT, där också integrationen mellan IT-branschen och den växande tjänstesektorn belystes på ett intressant sätt. Turbulensen inom IT-branschen det senaste året och vårt intresse för kundrelationer ledde oss fram till uppsatsämnet. Uppsatsens syfte är att studera hur ett urval av IT-företag i Karlstad involverar sina kunder i tjänsteutvecklingen, samt belysa vilka fördelar och nackdelar företagen ser med kundinvolvering. Syftet är även att undersöka om tankegångarna i vår empiri finns representerade i ett urval av kundinvolveringsteori. För att uppnå våra syften genomfördes semistrukturerade intervjuer hos fem IT-företag i Karlstad. När vi analyserade intervjusvaren fann vi att företagen anser sig positiva till kundinvolvering, men ändå inte involverar kunden i speciellt stor utsträckning. Respondenterna menade att detta beror på tidsbrist och rädsla för att arbeta för nära kunden. Vår teoretiska referensram innehåller inte dessa aspekter och vi författare ställer oss därför något frågande inför detta och redovisar ett antal, enligt oss, relevanta reflektioner. Uppsatsens främsta bidrag till forskningen är våra två vidareutvecklade modeller. Vi har, med stöd av våra empiriska studier, utvecklat Wikströms et als (1998) modell. Detta för att klarlägga orsaker till kundinvolvering. Vi har även utvecklat Kaulios (1997) modell eftersom vi anser att det inte fanns någon lämplig modell för att jämföra metoder för kundinvolvering i tjänsteutveckling.

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