Communication of Ergonomics in building and construction

For the coming years SWEA is planning for communication and information actions. One of the sectors concerned is the building and construction industry. Focus of the information is to avoid accidents and injuries, and how companies by themselves can prevent risks. The objective of the information is to increase awareness among all stakeholders in order to secure that they are willing and able to reduce risks for workers. At the conference two brochures will be presented. They are designed to provide information and knowledge about specific risks of occupational accidents and occupational diseases which occur frequently during construction work and how they can be prevented. They are directed to all those who are involved in the construction process at different stages and who are subject to SWEAs rules and regulations. New identified risk groups are e.g. students, apprentices, self-employed, and foreign workers temporarily working in Sweden. We also see that work is still being carried out in narrow installation spaces during erection stage of buildings because the people responsible for the drawings do not take notice of the need for sufficient space to do the work. SWEA experienced that it is difficult to reach all the groups concerned with the message about how to avoid injuries and unnecessary musculoskeletal disorders.     

Feedback in a multiethnic classroom discussion: a case study

This article focuses on teaching about and for cultural diversity. More specifically, we look at the manner in which different types of teacher feedback either support or hinder student interaction and student learning. We identified seven types of feedback that were used in classroom discussions with 14–15-year-old students. The discussions and the feedback in these discussions provide insight into teaching about cultural diversity and also the impact of specific content that is focused on a sensitive topic. In this case, content of discussions related to a homework assignment about fear in different contexts.

Artikeln berör undervisning för och om kulturell mångfald. Mer specifikt studerar vi vilka typer av feedback som förekommer i en klassrumsdiskussion mellan elever i årskurs 8 och 9 och vad de innebär för elevers lärande. Vi identifierade sju typer av feedback. Sex av dem stödde elevernas lärande medan en av dem motverkade det som undervisningen syftade till. Diskussionen och den feedback som gavs av läraren under lektionerna bidrar med insikt om undervisning om kulturell mångfald, liksom om den inverkan ett särskilt innehåll kan ha. I det här fallet var innehållet i diskussionen relaterat till en läxuppgift om rädsla i olika kontexter.     

Children's Living Conditions in Sweden. Social Patterns and Trends in Parental Accessibility, Child Care and Economic Resources

In this study, using data from the Swedish level of living surveys in 1981 and 1991 of more than 3,500 children, social patterns and trends in children's living conditions are analysed. The conditions focused on are linked to parental employment, namely, parental accessibility, use of child care and economic resources. The primary statistical method used is logistic regression analysis. The results show differences in children's access to mothers and fathers as parental access is restricted by various aspects of employment. There were also differences in childrenrsquo;s resources by social class and family structure. Of further importance was the combination of these, especially in the way that social class was more decisive for the children of single parents.     

Cyberbullying and subjective health: A large-scale study of students in Stockholm,Sweden

The increase in the use of mobile phones and the Internet has given rise to new opportunities for people to meet and communicate. However, there are also dark sides to these new forms of communication. One of these is cyberbullying, i.e. bullying via mobile phone and the Internet. Given that cyberbullying is a relatively new phenomenon, empirical knowledge is still limited and particularly so in Sweden, which in international comparison has reported low rates of bullying in general. The aim of the study is to investigate: 1) the prevalence of cyberbullying among students in Stockholm, Sweden; 2) the overlap between cyberbullying and traditional forms of school bullying, and 3) the association between the experience of cyberbullying and subjective health. The study uses the Stockholm School Survey of 2008 which is a total population survey of students in grade 9 of compulsory school (i.e. aged 15–16) and in the second year of upper secondary school (i.e. aged 17–18) in Stockholm and eighteen of its surrounding municipalities (N = 22,544). About 5 % of the students are victims of cyberbullying, 4% are perpetrators, and 2% are both victims and perpetrators. There is some overlap between cyberbullying and traditional bullying: those who are victims of traditional bullying are at increased risk of also being victims of cyberbullying; while being a traditional bully is strongly associated with the likelihood of also being a cyberbully. However, many students who are involved in cyberbullying are not involved in traditional bullying. OLS regression analyses show that being a victim of cyberbullying remains associated with worse subjective health when being the victim of traditional bullying and socioeconomic factors are taken into account. In addition, perpetrators of cyberbullying as well as students who are both victims and bullies, have worse subjective health than those who are not involved in cyberbullying.     

Evaluation of an STD-Prevention Program for Swedish University Students

Abstract

The authors evaluated a sexually transmitted disease (STD)-prevention program that combined a mass media campaign with peer education. The program was designed to increase Swedish university students' knowledge about STDs. improve attitudes toward condom use, and tell students where to get an STD checkup. Preintervention and postintervention postal questionnaires were used with an intervention group and two types of control groups. Responses ranged from 32% to 67% for the randomly selected students and from 93% to 99% for classroom and clinic participants. The intervention was noticed by a majority of the students (85–98%) and discussed by 43% to 57%; more women than men observed and discussed the campaign. Knowledge about STDs. where to turn for STD checkups, and the intention of having an STD checkup increased. Attitudes toward condom use were equally positive before and after the intervention. Although it was successful in attracting attention and leading to discussions of STD prevention, the campaign did not encourage students to have an STD checkup.