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  • 1.
    Dusingizimana, T.
    et al.
    University of Rwanda, Rwanda.
    Jones, A.
    University of Michigan, United States.
    Vasanthakaalam, H.
    University of Rwanda, Rwanda.
    Kjellqvist, Tomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Household-Level Coverage of Iron-Biofortified Beans in the Northern Province of Rwanda2023In: Current Developments in Nutrition, ISSN 2475-2991, Vol. 7, no 6, article id 100106Article in journal (Refereed)
    Abstract [en]

    Background: Biofortification, the process of enhancing the micronutrient content of staple crops, is a nutrition-sensitive agricultural intervention with the potential to increase micronutrient intakes and improve health outcomes, especially among vulnerable populations. Although data are available on the number of farming households that grow biofortified crops, information on the coverage of biofortified foods in the general population is limited. Such information is critical to assess the performance of biofortification programs and guide decisions related to program implementation while ascertaining progress toward achieving expected impacts. Objective: This study aimed to assess the household coverage of iron-biofortified beans (IBBs) in rural areas of the Northern Province of Rwanda. Methods: We applied methods previously used to assess coverage in large-scale food fortification programs to develop coverage indicators for IBBs. These indicators were 1) consumption of beans in any form; 2) awareness of IBBs; 3) availability of IBBs; 4) consumption of IBBs (ever); and 5) consumption of IBBs (current). Results: Of the 535 households surveyed, 98% consumed beans in any form and 79% were aware of IBBs. Among the 321 households that provided bean samples, only 40% of the samples were biofortified (as determined by a breeding specialist) and only 21% of respondents were able to correctly identify IBBs. Although 52% of households reported to be ever consuming biofortified beans, only 10% of households were currently consuming these beans. Conclusions: Despite relatively high awareness of IBBs among surveyed households, a few households currently consume IBBs, highlighting the need to explore strategies to promote consumption. More research is also required to investigate factors hindering the consumption of IBBs. © 2023

  • 2.
    Kjellqvist, Tomas
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Rodela, Romina
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Articulating Voices of the Young: How to bring youth into contemporary planning and governance?2022In: PROCEEDINGS of the 28th Annual Conference, International Sustainable Development Research Society (ISDRS) 2022: Sustainable Development and Courage: Culture, Art and Human Rights / [ed] Dobers, P.; Gawell, M.; Gärde, J.; Silfverskiöld, S., Stockholm: Södertörns högskola, 2022, p. 1160-1169Conference paper (Refereed)
    Abstract [en]

    The youth movement “Fridays for Future” has spurred new interest from the research community aboutthe way in which young people engage in politics and governance of social and physical environment.The recent wave of youth activism originated from school strikes concerning the failure of the adults totake any serious measures against climate change. Over the past two years, there is a growing researchinterest to study how youth articulate their concerns about the present and the future, and how adults payattention to these, and act on these demands in practical terms e.g., if, and how these translate into currentsocial and political affairs. Youth research trending in the last decades has investigated why youth politicalorganizations fail to attract young people. Researchers have investigated the ways in which young peopleengage politically e.g. via social media, rather than being loyal to traditional political parties. Much ofthis literature is research done on the young, but more recently a new strand of research has been emergingwhere researchers work with the young, in order to gain a better understanding of how social and politicalengagement can be articulated.

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  • 3.
    Gerhardt, Karin
    et al.
    Sveriges lantbruksuniversitet, Sverige.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Lindblad, Inger
    Södertörn University, School of Social Sciences, Social Work.
    Diderichsen, Öjvind
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Gullström, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Dahlin, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Köping Olsson, Ann-Sofie
    Södertörn University, School of Social Sciences, Business Studies.
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Rasoal, Chato
    Södertörn University, School of Police Studies.
    Dobers, Peter
    Södertörn University, School of Social Sciences, Business Studies.
    Johansson, Johanna
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Berndt, Kurt D.
    Södertörn University, Teacher Education, Mathematics Education.
    Karlholm, Dan
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Kjellqvist, Tomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lalander, Rickard
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Vallström, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Alvarsson-Hjort, Jesper
    Södertörn University, School of Social Sciences, Psychology.
    Sjöholm, Cecilia
    Södertörn University, School of Culture and Education, Aesthetics.
    Lönngren, Ann-Sofie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Bydler, Charlotte
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Färjsjö, Eva
    Södertörn University, Teacher Education, Mathematics Education.
    Porseryd, Tove
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Sio, Miriam
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Yazdanpanah, Soheyla
    Södertörn University, School of Culture and Education, Gender Studies.
    Pihl Skoog, Emma
    Södertörn University, School of Historical and Contemporary Studies, Archive Studies.
    Sörbom, Adrienne
    Södertörn University, School of Social Sciences, Sociology.
    Gallardo Fernández, Gloria L.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Wadstein MacLeod, Katarina
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Garrison, Julie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Elinor
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Svärd, Veronica
    Södertörn University, School of Social Sciences, Social Work.
    Hajighasemi, Ali
    Södertörn University, School of Social Sciences, Social Work.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Persson, Sara
    Södertörn University, School of Social Sciences, Business Studies.
    Borevi, Karin
    Södertörn University, School of Social Sciences, Political Science.
    Carlsson, Nina
    Södertörn University, School of Social Sciences, Political Science.
    Löfgren, Isabel
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ghose, Sheila
    Södertörn University, School of Culture and Education, English language.
    Bonow, Madeleine
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Podolian, Olena
    Södertörn University, School of Social Sciences, Political Science.
    Grahn, Mats
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Gunnarsson Payne, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Kaun, Anne
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Faber, Hugo
    Södertörn University, School of Social Sciences, Political Science.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gradén, Mattias
    Högskolan Dalarna, Sverige.
    Nog nu, politiker – ta klimatkrisen på allvar2022In: Aftonbladet, no 2022-08-25Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Rodela, Romina
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Blomquist, Emma
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Kjellqvist, Tomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Eskander, Marlen
    Deniz, Berolin
    Talking about Ronna: An event report. VIVA-PLAN Research Project. Södertörn University, Department of Environment, Development and Sustainability Studies, Sweden.2021Report (Other academic)
    Abstract [en]

    The concept of Mosaic Governance rests on relationships grounded in local context and puts forward ideas about how these relationships can be catalysed for transformative change. As part of the research project VIVA-PLAN we designed a Working Package where some of these assumptions have been put forward for further experimentation and testing. As part to this our project team partnered with a local NGO Läsfrämjarinstitutet for the organization of an on-site local stakeholder event which was held on the 25th of August 2021 in Södertälje (Sweden). The ambition for this event was to bring together ideas and insights from two different and now emerging engagement methods: i) hackathons and ii) co-creation, to create opportunities for discussion, visioning and local engagement. At this event, we shared data (summarised in data visualization sheets) collected in the course of our project about local conditions in Ronna, a residential area in Södertälje. In total, 15 participants attended the event, all affiliated with public or private organizations that are active in or near Ronna with a clear role and contribution to community building there. The event helped to unpack some of our findings and to further discuss challenges that emerged from data collection in Ronna. The event was a productive gathering where important questions were raised and discussed about the challenges and opportunities of the Ronna residential area, and how they align with ideas about more sustainable living environments as currently advanced by Swedish planning policy

  • 5.
    Kjellqvist, Tomas
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Mutvei, Ann
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Systemtänkande för förståelse av komplexitet och hållbarutveckling, en workshop om systemtänkande i högre undervisning2020In: NU 2020: Hållbart lärande, Stockholm: Sveriges universitets- och högskoleförbund (SUHF) , 2020Conference paper (Refereed)
    Abstract [sv]

    Systemtänkande är en av de viktiga nyckelkompetenserna som utbildning för hållbar utveckling ska bidra till enligt UNESCO. Denna kompetens bidrar till förmågan att se hur de 17 hållbarhetsmålen hänger samman i ekonomiska, sociala och ekologiska dimensioner (Stafford-Smith 2017). Systemtänkande ger kompetens att analysera komplexiteten i de ständiga förändringar vår värld genomgår och hur olika faktorer påverka varandra till att ge utfall som inte kunnat förutses om faktorerna studerats varför sig (Wieck et al 2011). Systemtänkande finns i alla discipliner men dessa beskriver och analyserar komplexa system påolika sätt. Naturvetenskap och ingenjörsvetenskap använder ofta matematiska eller schematiska modeller; samhällsvetenskap och humaniora analyserar genom beskrivande redogörelser; tidiga systemekologer beskrev komplexa system med bilder och i humaniora kan vi hitta poesi för systemanalys.

    För att blivande studenter ska bli attraktiva på arbetsmarknaden behöver de kunna tillämpa systemtänkande, vilket ger dem en större förmåga att möta utmaningar med en holistisk syn. I utbildning inom de flesta discipliner finns inslag av systemtänkande men studenterna har ofta svårt att ta till sig betydelsen av att förstå komplexa system och hur de ska användadet för problemlösning. Det kan vara svårt att “se skogen för bara trän”. För att öka kvaliteten i undervisningen behöver systemtänkandet synliggöras i kurserna t.ex. genom lärandemål i kursplanerna och med praktiska moment där man tillämparsystemtänkande vid problemlösning.

    I workshopen vill vi undersöka vilka undervisningsmoment i olika discipliner som redan berör komplexa system och systemtänkande och vilka som skulle kunna. Arbetet delas i tre delar: Först en introducerande föreläsning. Därefter bjuds deltagarna in att ge exempel på undervisningsmoment som kan ingå i en kurs i en diskussion i mindre interdisciplinära grupper. Under den tredje delen av workshopen kommer vi diskutera på vilket sätt man kan genomföra undervisning för systemtänkande. Finns det finns gemensamma drag eller olikheter mellan de olika ämnen om hur man undervisar systemtänkande?

    Stafford-Smith, M., Griggs, D., Gaffney, O., Ullah, F., Reyers, B., Kanie, N., Stigson, B., Shrivastava, P., Leach, M., &O’Connell, D. (2017). Integration: The key to implementing the Sustainable Development Goals. Sustainability Science, 12(6), 911–919. https://doi.org/10.1007/s11625-016-0383-3

    Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academicprogram development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6

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  • 6.
    Kjellqvist, Tomas
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Rodela, Romina
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Meeting the challenge of sustainable development: analysing the knowledge used to establish Swedish biosphere reserves2019In: Unesco Biosphere Reserves: Supporting Biocultural Diversity, Sustainablity and Society / [ed] Maureen G Reed & Martin F. Price, London & New York: Routledge, 2019, p. 102-113Chapter in book (Refereed)
    Abstract [en]

    In Sweden, the twenty-first century came with a new generation of biosphere reserves (BRs). Between 2005 and 2011 , five nomination forms for BRs were submitted to the Man and Biosphere (MAB) Programme, hosted b the United Nations Educational, Scientific and Cultural Organization (UNESCO) for inclusion in the World Network of Biosphere Reserves. Interestingly, in all of these cases, actors at different leels mobbilized and collaborated to endorse the BR proposals. The inclusion of governmental and municipal autorities, civil society and in some cases the private sector, has provided an opportunity for inter-sectoral leaning on sustainable development. Two more nomination forms were submitted in 2018, both clearly showing that they had learned from previous nomination processes and from the actual implementation of the BRs.

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