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  • 104451.
    Roth, Hans-Ingvar
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hertzberg, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sweden2012In: Addressing tolerance and diversity discourses in Europe: A Comparative Overview of 16 European Countries / [ed] Ricard Zapata-Barrero; Anna Triandafyllidou, Barcelona: CIDOB , 2012, p. 125-149Chapter in book (Refereed)
    Abstract [en]

    This chapter presents a historical and current picture of Sweden as a country of migration. Sweden has for a long time had cultural encounters with neighboring countries but it is only in the post war period that the stream of migrants became large and justified the statement that Sweden is a multicultural society in a descriptive sense. The chapter contains an account of the main tenets in Swedish nationalism, and how Swedish national identity is constructed today. It also contains a description of Sweden’s modern immigration history, from the World War II and onwards,with a focus on the two last decades, and how the migrant legislation has changed during that period. We also give a short account of four minority groups in present day Sweden; Sámi, Roma, Muslims and sub-Saharan Africans, whose claims for acceptance, tolerance and recognition sometimes is met with indecision, opposition or – at least at the informal level of everyday life – with outright aversion. In the section preceding the conclusions, we discuss how questions of tolerance, acceptance and recognition has been articulated and formulated in migration- and minority policy during the last decades, with a focus on the ten previous years.  

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  • 104452.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A cosmopolitan design of teacher education and a progressive orientation towards the highest good2012In: Ethics & Global Politics, ISSN 1654-4951, E-ISSN 1654-6369, Vol. 5, no 4, p. 259-279Article in journal (Refereed)
    Abstract [en]

    In this paper I discuss a Kantian conception of cosmopolitan education. It suggests that we pursue the highest good - an object of morality - in the world together, and requires that we acknowledge the value of freedom, render ourselves both efficacious and autonomous in practice, cultivate our judgment, and unselfishly co-operate in the co-ordination and fulfilment of our morally permissible ends. Now, such an accomplishment is one of the most difficult challenges, and may not be achieved in our time, if ever. In the first part of the paper I show that we, according to Kant, have to interact with each other, and comply with the moral law in the quest of general happiness, not merely personal happiness. In the second part, I argue that a cosmopolitan design of teacher education in Kantian terms can establish moral character, even though good moral character is ultimately the outcome of free choice. Such a design can do so by optimizing the freedom of those concerned to set and pursue their morally permissible ends, and to cultivate their judgment through the use of examples. This requires, inter alia, that they be enabled, and take responsibility, to think for themselves, in the position of everyone else, and consistently; and to strengthen their virtue or self-mastery to comply, in practice, with the moral law.

  • 104453.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Article 26: A Principled Statement on Education2009In: Journal of Human Rights, ISSN 1475-4835, E-ISSN 1475-4843, Vol. 8, no 2, p. 139-149Article in journal (Refereed)
    Abstract [en]

    In this paper I show how Article 26 of the Declaration of Human Rights developed from its earlier versions, including basic ideas for education, to aims and purposes, and its final adaptation incorporating further democratic ideals. I also show that the Declaration ""as a common standard of achievement"" heralded by the General Assembly of the United Nations is a principled statement of restriction on government intervention in education, on the one hand, and a principled positive statement that those affected by state-governed education should be able to choose education for their children on the other.

  • 104454.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Deliberative Pedagogy and the Rationalization of Learning2010In: The Politics of Education Reforms / [ed] Joseph Zajda and Macleans A. Geo-JaJa, Dordrecht: Springer , 2010Chapter in book (Other academic)
  • 104455.
    Roth, Klas
    Stockholm University.
    Democracy, education and citizenship: towards a theory on the education of deliberative democratic citizens2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present thesis suggests ideas for a theory on the education of deliberative democratic citizens in a multicultural society in terms of what I have called Eddemcit. It involves a) an ideal view of democracy in communicative and discourse-ethical terms, b) a comprehensive view of an autonomous citizen, c) two conditions for deliberation in terms of opportunity and freedom, d) a core value in terms of conscious social and cultural mediation, e) democratic principles as heuristic devices, f) an understanding of democratic deliberation in terms of intersubjectivity, processes and the better argument.

    My theory offers an alternative to four different common approaches to democratic deliberation in a theory of multicultural education: the exclusion-of-independent-schools approach, the civic-value approach, the tourist approach and the sameness-and/or-difference approach. It is also argued that it cannot be reduced to or exclusively identified with the five predominant ways of understanding and practising democratic education in Sweden: democratic forms, majority rule, transmitting or acquiring (neutral) information, specific ends or the preparation of children and young people, i.e. the fostering of civic virtues.

    It suggests a test of how far gaining understanding, and norms, knowledge and values are intersubjective, and motivated by the force of the better argument in a process of deliberation.

    My suggestion is that children and young people are deliberative democratic citizens in education in so far as they are free and have the opportunity to try out different orientations of the mind, and seek understanding and an intersubjective legitimisation of various issues, problems and questions on different dimensions of citizenship.

  • 104456.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Education for the Market and Democracy: An Indissoluble Tension?2010In: The Possibility / Impossibility of a New Critical Language in Education / [ed] Ilan Gur-Ze'ev, Rotterdam: Sense Publishers , 2010Chapter in book (Other academic)
  • 104457.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Freedom and Autonomy in Knowledge-Based Societies2012In: Kant and Education: Interpretations and Commentary / [ed] Klas Roth; Chris W. Surprenant, London: Routledge, 2012, Vol. 29, p. 214-225Chapter in book (Refereed)
  • 104458.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Good Will: Cosmopolitan Education as a Site for DeliberationIn: Educational Philosophy and TheoryArticle in journal (Refereed)
  • 104459.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Good Will: Cosmopolitan education as a site for deliberation2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, p. 298-312Article in journal (Refereed)
    Abstract [en]

    Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere.

  • 104460.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others-Challenges for education2019In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, no 13, p. 1308-1316Article in journal (Refereed)
    Abstract [en]

    Kant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves suggests that we struggle with our innate propensity to wilfully deviate from doing our duty. And we do this when we struggle against the depravation of our heart, namely our propensity to reverse the ethical order as regards the incentives of a free power of choice', namely, our propensity to wilfully comply with the principle of self-love and override the moral law. It seems, however, that education does not enable those concerned to fulfil their duties. It seems, instead, that education basically makes them efficacious with regard to desired ends and with the devised means. It seems, too, that education does not necessarily make it possible for those concerned with duty to perfect themselves morally and help others to do the same, which in turn suggests that those concerned are not being enabled to make themselves as conscientious as possible in [their] moral self-examination'. I argue that education ought to enable those concerned to cultivate their moral strength to do so and enable others to do the same.

  • 104461.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Making Ourselves Intelligible-Rendering Ourselves Efficacious and Autonomous, without Fixed Ends2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 28-40Article in journal (Refereed)
  • 104462.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Principles of the Unification of our Agency2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, p. 283-297Article in journal (Refereed)
    Abstract [en]

    Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world-including our agency-and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested-the hypothetical imperative and the categorical imperative-function to unify our understanding of ourselves and others as agents as efficacious and autonomous and that the extent to which those concerned render themselves efficacious and autonomous in cosmopolitan education or elsewhere is due to the extent to which they act in accordance with and are motivated by the suggested principles and in particular the categorical one. I first discuss how the principles function to unify our agency and how the categorical imperative functions as a test of maxims for our actions, how the will is the source of our morality, and how we are forced to have practical identities. I end with some remarks on what it means to acknowledge the mentioned principles in cosmopolitan education.

  • 104463.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Some thoughts for a new critical language of education Truth, justification and deliberation2009In: Philosophy & Social Criticism, ISSN 0191-4537, E-ISSN 1461-734X, Vol. 35, no 6, p. 685-703Article in journal (Refereed)
    Abstract [en]

    The notion of 'truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist notion, a relativist notion, a deflationist and a cautionary discursive conception of truth put forward by Habermas, and contend that they are problematic in the light of my interpretation of Donald Davidson's philosophy of language. I also argue that truth cannot be a goal of inquiry, but that understanding and justification are legitimate goals. Finally, I contend that it is reasonable to include notions such as understanding, justification and deliberation in Davidson's terminology in a new critical language of education.

  • 104464.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stanley Cavell on Philosophy, Loss, and Perfectionism2010In: Educational TheoryArticle in journal (Refereed)
  • 104465.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stanley Cavell's Educational Thought2011Collection (editor) (Other academic)
  • 104466.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The role of examples, current designs and ideas for a cosmopolitan design of education2015In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, no 6, p. 763-774Article in journal (Refereed)
    Abstract [en]

    This paper discusses the value and importance of examples in Kantian terms, and how students can cultivate their moral disposition through the use of examples in education. It is argued that students should not just copy or imitate examples automatically, nor appraise them unreflectively and uncritically. They should instead be enabled to think for themselves in the position of the other and consistently, through the use of examples. This paper also discusses the extent to which students in teacher education programmes in Sweden were enabled to cultivate a moral disposition through the use of literature which unveils a design of education in national, European and cosmopolitan terms. However, since it seems that they lacked such opportunities it is argued that they were not enabled to cultivate their moral disposition through the use of the above-mentioned literature.

  • 104467.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Understanding Agency and Educating Character2011In: Educational Theory, ISSN 00132004, Vol. 61, no 3, p. 257-274Article in journal (Refereed)
    Abstract [en]

    How can we understand human agency, and what does it mean to educate character? Inthis essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious andautonomous in education and elsewhere. This requires, among other things, that we are successfulin bringing about the intended result through our actions and the means used, and that we act inaccordance with and are motivated by the Categorical Imperative. It also requires that we are or striveto become virtuous and that we engage in moral reflection, and, furthermore, that actions are done forthe sake of duty, that is, out of respect for the moral law. We accomplish such aims by developing ourpredispositions, namely the technical, the pragmatic, and the moral predisposition in a society. Theextent towhichwe achieve this, Roth contends, demonstrates whatwe are prepared tomake of ourselves.

  • 104468.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Burbules, Nicholas
    Changing notions of citizenship education in contemporary nation-states2007Book (Refereed)
  • 104469.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Burbules, NicholasUniversity of Illinois.
    Philosophical Perspectives on Cosmopolitanism and Education2010Collection (editor) (Other academic)
  • 104470.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Burbules, Nicholas C.
    Introduction: Cosmopolitan Identity and Education2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, p. 205-208Article in journal (Refereed)
  • 104471.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gur-Ze'ev, Ilan
    Education in the era of globalization2007Book (Refereed)
  • 104472.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gustafsson, Martin
    Johansson, Viktor
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Introduction: Perfectionism and Education: Kant and Cavell on Ethics and Aesthetics in Society2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 1-4Article in journal (Other academic)
  • 104473.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mollvik, Lia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Alshoufani, Rama
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dineen, Katy
    Majlesi, Fariba
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Peters, Michael A.
    Tesar, Marek
    Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity2022In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 54, no 8, p. 1147-1161Article in journal (Refereed)
    Abstract [en]

    Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key (see Peters et al., 2020) from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price.

  • 104474.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, StaffanDepartment of Didactic Science and Early Childhood Education.
    Identity, communication and learning in an age of globalization2008Collection (editor) (Other academic)
  • 104475.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Surprenant, Chris W.
    Introduction The Highest Good-the Moral Endeavor of Education2012In: Kant and Education: Interpretations and Commentary / [ed] Klas Roth; Chris W. Surprenant, London: Routledge, 2012, Vol. 29, p. IX-XXIVChapter in book (Refereed)
  • 104476.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Surprenant, Chris W.Tulane University.
    Kant and Education: interpretations and Commentary2011Collection (editor) (Other academic)
  • 104477.
    Roth, Nicoline
    Stockholm University, Faculty of Social Sciences, Department of Social Work.
    ”Vi kan ju inte göra avslag på en 99-åring”.: En kvalitativ studie om föreställningar om åldrande och genus i relation till individuella biståndsbedömningar inom äldreomsorgen.2020Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In Sweden, limited research has been carried out to examine how the combination of aging and gender affects the needs assessments for older clients in social work. This study aims to explore how conceptualizations of aging and gender is expressed by care managers in old age care, and how this affects their obligation to conduct individual needs assessments. The methods are focus group interviews with care managers and observations of staff meetings among care managers in three Swedish municipalities. The theoretical framework draws upon a combination of ageism, gender theory, the concepts of geras and elderhood, and the concepts of the third and fourth age. The results show that individual needs assessments can be affected in different ways, depending on factors such as context, the circumstances of the meeting with the client, as well as the care managers’ work conditions and the time available for reflection. In conclusion, the study highlights the need to increase care managers’ knowledge of how conceptualizations of aging and gender affect their approaches towards older clients’ needs, and to develop tools to manage these, in order to reduce the risk for biases in individual needs assessments.

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    ”Vi kan ju inte göra avslag på en 99-åring”.
  • 104478.
    Roth, Nina
    Stockholm University, Faculty of Science, Department of Physical Geography.
    Grasslands in a changing climate: Summer drought and winter warming effects on grassland vegetation2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Grasslands harbour a high biodiversity of both plants and animals, and they provide many ecosystem services such as fodder production, pollination, and carbon storage. Climate change is likely to alter grassland ecosystems, with the effects varying according to the exact nature and timing of changes. Hence, understanding of seasonal climate change effects on grasslands and how negative impacts can be reduced is important to maintain biodiversity and to ensure continued delivery of ecosystem services.

    In this thesis I explored how seasonally specific aspects of climate change, i.e. summer drought and winter warming, affect aboveground plant biomass, plant community composition, and floral resources for pollinating insects. Moreover, I aimed to outline ways to mitigate potential negative climate change effects by adapting conventional grazing and mowing regimes and/or by applying soil amendments (i.e. compost) as a novel management method. Soil amendments have been suggested as a method to increase carbon sequestration and they might mitigate negative drought effects. However, there is no empirical evidence of how European grassland ecosystems would be affected should such measures be applied.

    A literature review of climate change studies revealed that the terms ‘wetter’ and ‘drier’ can be defined by a variety of hydroclimatic variables, or are not defined at all, making it difficult to synthesise climate change effects on ecosystems and societies. In two in-situ experiments I investigated the effects of summer drought (using rain-out shelters), soil amendments and mowing on four Swedish grasslands, and the effects of winter warming (using open-top chambers) and sheep grazing on three British Upland grasslands. The experimental summer drought caused a non-significant decline in aboveground plant biomass (i.e. fodder production), plant species diversity, and floral resources. Applying soil amendments increased aboveground plant biomass and floral resources (in yearly mown plots), but these positive effects were reduced under drought. There were signs of negative soil amendment effects on legumes. Winter warming led to an increase in graminoid biomass and a decrease in bryophyte biomass. Sheep grazing buffered the growth of a competitive species under winter warming but had only minor effects overall.

    My thesis emphasizes that it is important to clearly define terms like ‘wetter’ and ‘drier’ when studying effects of climate change on ecosystems, since clarifying the effects of climate across habitats and management interventions will require the synthesis of results across a range of experimental and observational systems. My field experiments indicate that even relatively small climatic changes affect grassland plant biomass and biodiversity, and that these effects depend on the season and grassland site in question. Furthermore, soil amendments have mainly positive effects on the grassland vegetation, indicating that they have potential for broad-scale application as a method to increase carbon sequestration. Given that my experiments were set up in-situ in grasslands and the treatments were rather mild and realistic in magnitude according to local climate change predictions, the observed vegetation changes within only three years are quite remarkable. They therefore highlight the need for detailed empirical and mechanistic understanding of how climate change processes are likely to affect grassland ecosystems.

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  • 104479.
    Roth, Nina
    et al.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Baxter, Robert
    Furness, Martin
    Kimberley, Adam
    Stockholm University, Faculty of Science, Department of Physical Geography.
    Cousins, Sara
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Experimental warming outside the growing season and exclusion of grazing has a mild effect on upland grassland plant communities in the short-termManuscript (preprint) (Other academic)
  • 104480.
    Roth, Nina
    et al.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Baxter, Robert
    Furness, Martin
    Kimberley, Adam
    Stockholm University, Faculty of Science, Department of Physical Geography.
    Cousins, Sara A. O.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Experimental warming outside the growing season and exclusion of grazing has a mild effect on upland grassland plant communities in the short term2023In: Plant Ecology & Diversity, ISSN 1755-0874, E-ISSN 1755-1668, Vol. 16, no 5-6, p. 189-201Article in journal (Refereed)
    Abstract [en]

    Background: Winters are expected to warm more than summers in central and northern Europe, with largely unknown effects on grassland plant communities.

    Aims: By studying the interactions between winter warming and summer grazing, we aimed to disentangle their effects and give recommendations for future grassland management.

    Methods: Our study area Upper Teesdale, England has winter temperatures close to 0°C and a well-studied vegetation, known for its arctic-alpine species growing at their climatic warm range limits. We set up a winter warming experiment using open top chambers (ca. +0.5°C) from mid-September until mid-May 2019 to 2022 and excluded sheep grazing during summer in a fully factorial design.

    Results: Graminoid biomass increased, and bryophyte biomass decreased with winter warming. There was little to no evidence that winter warming affected any of the other plant response variables we measured, neither did grazing nor the interaction between winter warming and grazing.

    Conclusions: Our experiment was relatively short in duration and treatments were realistic in magnitude, therefore the plant communities responded only slightly. Nevertheless, our data suggest a change towards more dominant vascular species and less bryophytes with winter warming, which might lead to lasting changes in the plant communities in the longer-term if not buffered by suitable grazing management.

  • 104481.
    Roth, Nina
    et al.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Jaramillo, Fernando
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, Stockholm University Baltic Sea Centre. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Wang-Erlandsson, Lan
    Stockholm University, Faculty of Science, Stockholm Resilience Centre. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Zamora, David
    Palomino-Ángel, Sebastián
    Cousins, Sara A. O.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    A call for consistency with the terms ‘wetter’ and ‘drier’ in climate change studies2021In: Environmental Evidence, E-ISSN 2047-2382, Vol. 10, article id 8Article, review/survey (Refereed)
    Abstract [en]

    Ongoing and future hydroclimatic changes have large environmental and societal impacts. In terrestrial ecosystems, these changes are usually described with the terms ‘wetter’ and ‘drier’, which refer to the change in the quantity and/or presence of water, either as water fluxes or stocks. We conducted a literature review of almost 500 recent climate change studies to quantitatively investigate the consistency of the use of these terms across disciplines, regarding the hydroclimatic variables they are related to. We found that although precipitation is prevalently used to describe ‘wetter’ and ‘drier’ conditions, many other variables are also used to refer to changes in water availability between research fields, pointing to a varied perspective on the use of these terms. Some studies do not define the terms at all. In order to facilitate meta-analyses across disciplines, we therefore highlight the need to explicitly state which hydroclimatic variables authors are referring to. In this way, we hope that the terms ‘wetter’ and ‘drier’ used in scientific studies are easier to relate to hydroclimatic processes, which should facilitate the application by authorities and policy makers.

  • 104482.
    Roth, Nina
    et al.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Kimberley, Adam
    Stockholm University, Faculty of Science, Department of Physical Geography.
    Guasconi, Daniela
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Hugelius, Gustaf
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Cousins, Sara A. O.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI). Department of Physical Geography Stockholm University Stockholm Sweden;Bolin Centre for Climate Research Stockholm Sweden.
    Floral resources in Swedish grasslands remain relatively stable under an experimental drought and are enhanced by soil amendments if regularly mown2023In: Ecological Solutions and Evidence, E-ISSN 2688-8319, Vol. 4, no 2, article id e12231Article in journal (Refereed)
    Abstract [en]
    1. One of the main reasons why insect pollinators are declining is a lack of floral resources. In agricultural landscapes, remaining seminatural grasslands play a key role for providing such resources. However, droughts pose an increasing threat to the abundance and continuity of flowers. Soil amendments are a novel management tool for Swedish grasslands aiming to increase carbon sequestration and soil water holding capacity. In this study, we examined how drought is affecting floral resources (i.e. floral units, nectar quantity and nectar continuity) in grasslands with different mowing regimes, and if soil amendments could mitigate potential negative drought effects.
    2. In summer 2019, we set up an experiment combining rain-out shelters (‘drought’), soil amendments (‘compost’) and different mowing regimes (‘mown’ vs. ‘abandoned’) in four extensively managed Swedish grasslands (48 plots, size 2 m2). Between May and August 2021, we counted the floral units nine times in each plot. We derived values for the nectar sugar production per floral unit from an existing database.
    3. We observed a decrease in floral units under drought in the mown, but not in the abandoned plots. Nectar quantity and continuity over the season were not significantly affected by drought across both mowing regimes—in the abandoned plots the nectar provision even extended slightly in duration (towards late summer). The compost treatment had positive effects on the floral units, nectar quantity and continuity (extending it towards early summer) in the mown, but not in the abandoned plots. The plant species in our study reacted differently to the treatments. Most of the nectar was provided by only few species (mainly Lathyrus pratensis, Vicia cracca and Anthriscus sylvestris).
    4. The results are species specific, thus other plant communities might respond differently. However, our experiment shows that nectar provision (based on database values) in grasslands with a native plant community and natural soil conditions remains relatively stable under drought. We also found that soil amendments increase floral resources in managed grasslands.
  • 104483.
    Roth, Nina
    et al.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Kimberley, Adam
    Stockholm University, Faculty of Science, Department of Physical Geography.
    Manzoni, Stefano
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Guasconi, Daniela
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Hugelius, Gustaf
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Cousins, Sara A. O.
    Stockholm University, Faculty of Science, Department of Physical Geography. Stockholm University, Faculty of Science, The Bolin Centre for Climate Research (together with KTH & SMHI).
    Soil amendments promote plant biomass in Swedish grasslands without impairing plant diversity, but they can only partly mitigate negative drought effectsManuscript (preprint) (Other academic)
  • 104484.
    Roth, Peggy
    Stockholm University, Faculty of Science, Wenner-Gren Institute for Experimental Biology.
    Nucleoporins and Protein Transport in Drosophila2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Many biological responses rely on the selective translocation of transcriptional regulators in and out of the nucleus through nuclear pore complexes (NPC). More than one million macromolecules per minute pass through the NPC and an important challenge is to understand the coordination of nucleocytoplasmic trafficking. Analysis of nucleoporin function in yeast and higher eukaryotes demonstrated a requirement for many nucleoporins in NPC assembly and RNA or protein transport. However, the mechanistic roles of individual nucleoporins in protein transport are still controversial.

    We have identified the Drosophila nucleoporin Nup88 in a screen for mutants disrupting epithelial branch fusion. Nup88 forms a complex with Nup214 and both nucleoporins are interdependent for their localization at the cytoplasmic face of the NPC. Whereas Nup88 is not required for classical protein import, Nup214 is partially required. The major function of the Nup88-Nup214 complex however is to attenuate NES-mediated protein export by anchoring a subfraction of the export receptor CRM1 to the pore. We show that the Rel proteins Dorsal and Dif are substrates of CRM1 and require Nup88 and Nup214 for their nuclear accumulation upon signaling. Our results suggest a new mechanism by which the relative amounts of a nuclear pore subcomplex can regulate the rates of CRM1-mediated protein export.

    Biochemical studies have implicated many nucleoporins with the nucleocytoplasmic transport of proteins, but the physiological functions of many NPC components in the process remain unknown. We have inactivated thirty nucleoporins encoded by the Drosophila genome and analyzed the resulting phenotypes on importin β-import and CRM1-export. Depletion of Nup358, Nup54 and Nup153 resulted in defects in the nuclear accumulation of a cNLS-GFP reporter. None of the thirty tested nucleoporins revealed a defect in CRM1-mediated export of GFP-NES. Only the inactivation of RanBP3, a CRM1 co-factor, caused defects in GFP-NES export and localization of CRM1. These phenotypes were restored by simultaneous inactivation of Nup214, implying a new function of RanBP3 in recycling of CRM1 to the nucleus.

  • 104485.
    Roth, Peggy
    et al.
    Stockholm University, Faculty of Science, Wenner-Gren Institute for Experimental Biology.
    Xylourgidis, Nikos
    Sabri, Nafiseh
    Uv, Anne E.
    Fornerod, Maarten
    Samakovlis, Christos
    The Drosophila nucleoporin DNup88 localizes DNup214 and CRM1 on the nuclear envelope and attenuates NES-mediated nuclear export2003In: Journal of cell biology, ISSN 0021-9525, Vol. 163, no 4, p. 701-706Article in journal (Refereed)
  • 104486. Roth, Peggy
    et al.
    Xylourgidis, Nikos
    Stockholm University, Faculty of Science, Wenner-Gren Institute for Experimental Biology.
    Sabri, Nafiseh
    Uv, Anne
    Fornerod, Maarten
    Samakovlis, Christos
    The Drosophila nucleoporin DNup88 localizes DNup214 and CRM1 on the nuclear envelope and attenuates NES-mediated nuclear export2003In: The Journal of Cell Biology, Vol. 163, no 4, p. 701-706Article in journal (Refereed)
  • 104487. Roth, Philipp J.
    et al.
    Lehndorff, Eva
    Brodowski, Sonja
    Bornemann, Ludger
    Sanchez-Garcia, Laura
    Stockholm University, Faculty of Science, Department of Applied Environmental Science (ITM).
    Gustafsson, Örjan
    Stockholm University, Faculty of Science, Department of Applied Environmental Science (ITM).
    Amelung, Wulf
    Differentiation of charcoal, soot and diagenetic carbon in soil: method comparison and perspectives2012In: Organic Geochemistry, ISSN 0146-6380, E-ISSN 1873-5290, Vol. 46, p. 66-75Article in journal (Refereed)
    Abstract [en]

    The various sources of pyrogenic and coalified carbon (black carbon, BC) in soil have considerable structural heterogeneity, making the quantification of BC a challenge. This study was aimed at evaluating the capability of different detection procedures to recover different types of BC from soil. We added defined quantities of urban dust (UD, NIST SRM1649a), diesel particulate matter (DPM, NIST SRM2975), charcoal, lignite, bituminous coal and wood to four topsoil samples. Mixtures were analyzed by way of chemothermal oxidation (CTO), thermal gradient oxidation (ThG), the benzene polycarboxylic acid method (BPCA) and mid-infrared spectroscopy (MIRS). CTO returned good quantification of soot BC in the pure DPM, yet the recovery of soot BC from soil was unsatisfactory (18-270%). ThG gave good precision but lower values for pure soot BC. It severely overestimated the BC content for all soil-standard mixtures. The BPCA method gave a low return for soot BC, but for the spiked soil it reliably detected charcoal and coalified C (69-107% avg. recovery) but underestimated soot BC (52-90% recovery of DPM). Linear coherence in specific MIR vibrations was found in one component soil-BC mixtures for each BC type. Applying these standard calibrations to multi-component mixtures allowed detecting charcoal and a quantification of soot BC (88% avg. recovery) via MIRS, but ignored the presence of diagenetic C. We see the greatest potential in differentiating soot from charcoal in soil by employing a combination of chemical and thermal oxidation and MIRS, while the differentiation from diagenetic C is not possible yet.

  • 104488. Roth, Sabrina
    et al.
    Hader, John
    Domercq, Prado
    Sobek, Anna
    MacLeod, Matthew
    Scenario-based modeling of changes in chemical intake fraction in Sweden and the Baltic Sea under global changeManuscript (preprint) (Other academic)
  • 104489.
    Roth, Sabrina K.
    et al.
    Stockholm University, Faculty of Science, Department of Environmental Science.
    Hader, John
    Stockholm University, Faculty of Science, Department of Environmental Science.
    Domercq, Maria del Prado
    Stockholm University, Faculty of Science, Department of Environmental Science.
    Sobek, Anna
    Stockholm University, Faculty of Science, Department of Environmental Science.
    MacLeod, Matthew
    Stockholm University, Faculty of Science, Department of Environmental Science.
    Scenario-based modelling of changes in chemical intake fraction in Sweden and the Baltic Sea under global change2023In: Science of the Total Environment, ISSN 0048-9697, E-ISSN 1879-1026, Vol. 888, article id 164247Article in journal (Refereed)
    Abstract [en]

    The climate in Europe is warming twice as fast as it is across the rest of the globe, and in Sweden annual mean tempera-tures are forecast to increase by up to 3-6 & DEG;C by 2100, with increasing frequency and magnitude of floods, heatwaves, and other extreme weather. These climate change-related environmental factors and the response of humans at the individual and collective level will affect the mobilization and transport of and human exposure to chemical pollutants in the envi-ronment. We conducted a literature review of possible future impacts of global change in response to a changing climate on chemical pollutants in the environment and human exposure, with a focus on drivers of change in exposure of the Swedish population to chemicals in the indoor and outdoor environment. Based on the literature review, we formulated three alternative exposure scenarios that are inspired by three of the shared socioeconomic pathways (SSPs). We then con-ducted scenario-based exposure modelling of the >3000 organic chemicals in the USEtox (R) 2.0 chemical library, and fur-ther selected three chemicals (terbuthylazine, benzo[a]pyrene, PCB-155) from the USEtox library that are archetypical pollutants of drinking water and food as illustrative examples. We focus our modelling on changes in the population intake fraction of chemicals, which is calculated as the fraction of a chemical emitted to the environment that is ingested via food uptake or inhaled by the Swedish population. Our results demonstrate that changes of intake fractions of chemicals are possible by up to twofold increases or decreases under different development scenarios. Changes in intake fraction in the most optimistic SSP1 scenario are mostly attributable to a shift by the population towards a more plant-based diet, while changes in the pessimistic SSP5 scenario are driven by environmental changes such as rain fall and runoff rates.

  • 104490.
    Roth, Sabrina K.
    et al.
    Stockholm University, Faculty of Science, Department of Environmental Science.
    Polazzo, Francesco
    García-Astillero, Ariadna
    Cherta, Laura
    Sobek, Anna
    Stockholm University, Faculty of Science, Department of Environmental Science.
    Rico, Andreu
    Multiple stressor effects of a heatwave and a herbicide on zooplankton communities: Implications of global climate change2022In: Frontiers in Environmental Science, E-ISSN 2296-665X, Vol. 10, article id 920010Article in journal (Refereed)
    Abstract [en]

    Aquatic ecosystems are exposed to pesticides through various pathways such as spray-drift, agricultural runoff, and chemical spills. Understanding the impact of pesticides on freshwater ecosystems requires not only understanding how pesticides affect aquatic organisms but also knowledge of their interactions with other stressors, such as those related to global climate change. Heatwaves are extended periods of temperature increase relative to the climatological mean. They are increasing in frequency and magnitude and pose an emerging threat to shallow freshwater ecosystems. In this study, we evaluated the single and combined effects of the herbicide terbuthylazine and a simulated heatwave on freshwater zooplankton communities using indoor microcosms. Terbuthylazine was applied at an environmentally relevant concentration (15 µg/L). The heatwave consisted of an increase of 6°C above the control temperature for a period of 7 days. When applied individually, the heatwave increased the total abundance of zooplankton by 3 times. The terbuthylazine exposure led to an indirect effect on the zooplankton community structure, reducing the relative abundance of some taxa. The combination of the heatwave and terbuthylazine had no significant impact on the zooplankton community, indicating additive effects dominated by the herbicide. The interaction between the two stressors increased chlorophyll-a concentrations and apparently changed the structure of the phytoplankton community, which may have benefitted cyanobacteria over green algae. Overall, this study shows that understanding the effects of chemical and non-chemical stressors on aquatic communities remains a challenging task. Further studies should be conducted to improve our mechanistic understanding of multiple stressor interactions at different levels of biological organisation.

  • 104491.
    Roth, Thomas
    Stockholm University, Faculty of Humanities, Department of History.
    Försvaret av Stockholm under kalla kriget: planerna, organisationen och hotbilden mot Sveriges huvudstad2013Book (Other academic)
  • 104492. Rothe, Dawn L.
    et al.
    Schoultz, Isabel
    Stockholm University, Faculty of Social Sciences, Department of Criminology.
    International Criminal Justice Law, Courts, and Punishment as Deterrent Mechanisms?2014In: Criminal Justice in International Society / [ed] Willem de Lint, Marinella Marmo, Nerida Chazal, London: Routledge, 2014, p. 151-165Chapter in book (Other academic)
  • 104493. Rothe, Dawn L.
    et al.
    Schoultz, Isabel
    Stockholm University, Faculty of Social Sciences, Department of Criminology.
    La giustizia penale internazionale: un deterrente per i crimini di Stato?2012In: Studi sulla questione criminale, ISSN 1973-3984, Vol. 7, no 3, p. 43-58Article in journal (Refereed)
    Abstract [en]

    Criminology is not just focused on explaining the etiological factors behind crime commission; ultimately the goal is to find and empirically assess policies to control it. A criminology of the State is no different. Over the course of the past two decades, a growing number of scholars of State crime have devoted attention to and research on the issues of controls, yet, there have been relatively few articles that solely focus on the issue of international criminal justice and its ability, or lack thereof, to have a deterrent effect. However, many actors within the field of international criminal justice have heralded the deterrent power of the international criminal justice system and its ability to remove impunity for violations of international criminal law. Likewise, many practitioners and scholars routinely assume a probability at best, to an assumption of sureness, of a powerful deterrent effect for those in high ranking positions, including heads of State, that violate international criminal law. This article examines the potential deterrent effect of international criminal justice, as it pertains to State crime, which is grounded in criminological insights. To do so, we present an overview of the common assumptions of and criminological thinking in deterrence models. This is followed by highlighting those factors most strongly associated with a deterrent effect with State criminality and  international criminal justice. The article concludes with a critical examination of the potential of deterrence and how it fails to generate the effects for heads of State and other high ranking officials which so many international public actors, including the international criminal justice system, claims.

  • 104494. Rothgangel, Martin
    et al.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Jäggle, Martin
    Preface: Religious Education at Schools in Europe2014In: Religious Education at Schools in Europe: Part 3: Northern Europe / [ed] Martin Jaggle, Martin Rothgangel, Geir Skeie, Göttingen: Vandenhoeck & Ruprecht, 2014, p. 7-14Chapter in book (Other academic)
  • 104495. Rothgangel, Martin
    et al.
    Skeie, GeirStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).Jäggle, Martin
    Religious Education at Schools in Europe: Part 3: Northern Europe2014Collection (editor) (Refereed)
    Abstract [en]

    The project Religious Education at Schools in Europe (REL-EDU), which is divided up into six volumes (Central Europe, Western Europe, Northern Europe, Southern Europe, South-Eastern Europe, Eastern Europe), aims to research the situation with regard to religious education in Europe. The third volume outlines the organisational form of religious education in the countries of Northern Europe (Denmark, Sweden, Finland, Norway, Estonia, Lithuania, Latvia, Iceland). This is done on the basis of thirteen key issues, which allows specific points of comparison between different countries in Europe. Thereby the volume focusses the comparative approach and facilitates further research into specific aspects of the comparison.

  • 104496. Rothhaupt, Joachim
    et al.
    Hau, Stephan
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Dreams2014In: Psychoanalytic Psychotherapy: A Handbook / [ed] Mattias Elzer; Alf Gerlach, Routledge, 2014, p. 79-90Chapter in book (Refereed)
    Abstract [en]

    Psychoanalytical dream research is concerned with three main aspects of dreaming: How a dream is generated, whether the dream contents are meaningful and whether a dream works for psychological or biological needs. The theory introduced by Sigmund Freud at the beginning of the twentieth century can be seen as a turning point in the scientific investigation of dreams. The psychoanalytic dream theory has deeply influenced most of the clinical theories on dreaming and, to some extent, modern experimental investigation of dream states as well. In the 1950s, the discovery of REM sleep and of the profile of typical different sleeping states during the night provided the starting point for modern sleep and dream research. This laboratory research has revealed overwhelming new knowledge about the dreaming mind and about the features of the dream state. According to Freud, unconscious drive wishes are the most important creator for a dream. They are the psycho-energetic source of a dream.

  • 104497. Rothlind, Erica
    et al.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Salminen, Helena
    Wandell, Per
    Ekblad, Solvig
    Primary care consultations on emotional distress - a part of the acculturation process in patients with refugee backgrounds: a grounded theory approach2021In: BMC Family Practice, E-ISSN 1471-2296, Vol. 22, no 1, article id 138Article in journal (Refereed)
    Abstract [en]

    Background: Considering the global refugee crisis, there is an increasing demand on primary care physicians to be able to adequately assess and address the health care needs of individual refugees, including both the somatic and psychiatric spectra. Meanwhile, intercultural consultations are often described as challenging, and studies exploring physician–patient communication focusing on emotional distress are lacking. Therefore, the aim was to explore physician–patient communication, with focus on cultural aspects of emotional distress in intercultural primary care consultations, using a grounded theory approach, considering both the physician’s and the patient’s perspective.

    Methods: The study was set in Region Stockholm, Sweden. In total, 23 individual interviews and 3 focus groups were conducted. Resident physicians in family medicine and patients with refugee backgrounds, originating from Somalia, Syria, Afghanistan and Iraq, were included. Data was analysed using a grounded theory approach.

    Results: Over time, primary care patients with refugee backgrounds seemed to adopt a culturally congruent model of emotional distress. Gradual acceptance of psychiatric diagnoses as explanatory models for distress and suffering was noted, which is in line with current tendencies in Sweden. This acculturation might be influenced by the physician. Three possible approaches used by residents in intercultural consultations were identified: “biomedical”, “didactic” and “compensatory”. They all indicated that diagnoses are culturally valid models to explain various forms of distress and may thus contribute to shifting patient perceptions of psychiatric diagnoses.

    Conclusions: Physicians working in Swedish primary care may influence patients’ acculturation process by inadvertently shifting their perceptions of psychiatric diagnoses. Residents expressed concerns, rather than confidence, in dealing with these issues. Focusing part of their training on how to address emotional distress in an intercultural context would likely be beneficial for all parties concerned.

  • 104498. Rothlind, Erica
    et al.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Salminen, Helena
    Wändell, Per
    Ekblad, Solvig
    Circling the undefined - A grounded theory study of intercultural consultations in Swedish primary care2018In: PLOS ONE, E-ISSN 1932-6203, Vol. 13, no 8, article id e0203383Article in journal (Refereed)
    Abstract [en]

    Well-functioning physician-patient communication is central to primary care consultations. An increasing demand on primary care in many countries to manage a culturally diverse population has highlighted the need for improved communication skills in intercultural consultations. In previous studies, intercultural consultations in primary care have often been described as complex for various reasons, but studies exploring physician-patient interactions contributing to the understanding of why they are complex are lacking. Therefore, the aim of this study was to explore intercultural physician-patient communication in primary care consultations, generating a conceptual model of the interpersonal interactions as described by both the patients and the physicians. Using grounded theory methodology, 15 residents in family medicine and 30 foreign-born patients, the latter with Arabic and Somali as native languages, were interviewed. The analysis generated a conceptual model named circling the undefined, where a silent agreement on issues fundamental to the core of the consultation was inadequately presumed and the communicative behaviors used did not contribute to clarity. This could be a possible contributory cause of the perceived complexity of intercultural consultations. Identifying what takes place on an interpersonal level in intercultural consultations might be a first step towards building a common ground for increased mutual understanding, thereby bringing us one step closer to sharing, rather than circling the undefined.

  • 104499. Rothlind, Erica
    et al.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Salminen, Helena
    Wändell, Per
    Ekblad, Solvig
    The informal curriculum of family medicine - what does it entail and how is it taught to residents? A systematic review2020In: BMC Family Practice, E-ISSN 1471-2296, Vol. 21, no 1, article id 49Article, review/survey (Refereed)
    Abstract [en]

    Background

    The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term the hidden curriculum is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners, our aim was to explore the area further, with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed?

    Methods

    We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results.

    Results

    Twenty articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across other medical disciplines as well. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general, the quality of the few interventional studies found was low.

    Conclusions

    Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor's preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum.

  • 104500. Rothlind, Erica
    et al.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Salminen, Helena
    Wändell, Per
    Ekblad, Solvig
    Virtual patients reflecting the clinical reality of primary care - a useful tool to improve cultural competence2021In: BMC Medical Education, E-ISSN 1472-6920, Vol. 21, no 1, article id 270Article in journal (Refereed)
    Abstract [en]

    Background: Virtual patients are educational tools that may be described as case-based interactive computer simulations of clinical scenarios. In terms of learning outcomes, improved clinical reasoning skills and knowledge acquisition have been shown. For further exploring the role of virtual patients in medical education, a greater focus on context-specific cases, combined with suitable educational activities, has been suggested. A knowledge gap has been identified in cultural competence in primary care. As primary care physicians are often the main medical providers for patients with refugee backgrounds, they would probably benefit from improved training focusing on how to apply cultural competence in everyday work. Using virtual patient cases, as a complement to clinical training, may be one way forward. The aim of this study was therefore to explore a learner perspective on the educational use of a virtual patient system designed to contribute to training in cultural competence in a primary care context.

    Methods: Three virtual patient cases portraying patients with refugee backgrounds were developed. The cases addressed various issues and symptoms common in primary care consultations, while also incorporating intercultural aspects. The system also provided the informants with individualized feedback. Primary care physicians and medical students were invited to test the cases and participate in an interview about their experience. Data was analyzed using qualitative content analysis.

    Results: The analysis generated the theme Virtual patients might help improve cultural competence in physicians and medical students by complementing knowledge gained through the informal curriculum. Informants at different educational levels found it suitable as a tool for introducing the topic and for reflecting on one's own consultations. It could also compensate for the predominant informal manner of learning cultural competence, described by the informants.

    Conclusions: Virtual patients could be useful for gaining cultural competence in a primary care context. Advantages that could benefit learners at both pre- and post-graduate levels are decreased dependence on the informal curriculum and being presented with an illustrative way of how cultural competence may be applied in the consultation.

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