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This paper argues for an expanded view of research infrastructure. Drawing on our experiences leading the research platform DigitalHistory@Lund, it shows how research capacity can be unlocked “bottom-up”, by providing scholars with comparatively cheap—yet often inaccessible— technological support. By engaging researchers in digitally enabled scholarly practices, the platform yielded a multiplying effect that has seen participants produce highly competitive grant applications and eventually bring home external funding currently worth eight times the platform’s original costs. The platform thus demonstrates the importance of “immaterial” infrastructure in the sense of basic organisational structures that facilitate collaboration and communication.

Bakgrund: Hos barn i åldern noll till fem år är feber ett vanligt symtom vid sjukdom. Det är därför viktigt att vårdnadshavare förstår betydelsen av egenvård för att kunna ta hand om sitt barn i sin hemmiljö. Syfte: Syftet var att belysa barnhälsovårdssjuksköterskans preventiva arbete för barn med feber. Metod: Vald metod var kvalitativ design med induktiv ansats. Intervjuer av 11 specialistutbildade sjuksköterskor innefattande distriktssköterskor samt sjuksköterskor med specialistutbildning inom hälso- och sjukvård av barn och ungdomar. Barnhälsovårdssjuksköterskor (BHV-sjuksköterskor) i både privat samt regional regi deltog från två Halländska kommuner. Resultat: Tre kategorier: Information till vårdnadshavare, stöd till vårdnadshavare och egenvårdsrådgivning utgjorde resultatet. Därefter tillkom underkategorier. Likvärdigt resultat har kunnat ses hos deltagande BHV-sjuksköterskor. Konklusion: Slutsatsen var att majoriteten av BHV-sjuksköterskorna ansåg att det fanns ett stort behov av egenvårdsutbildning om barn med feber för vårdnadshavare. Goda kunskaper om egenvård av barn med feber kan troligtvis förhindra en del besök till akutmottagning., Background: In children aged zero to five years, fever is a common symptom of illness. It is therefore essential that the caregiver understands the importance of self-care to effectively care for their child at home. Aim: The aim was to illuminate the preventive efforts of the child health care nurse for children with fever. Method: The chosen method was qualitative design with an inductive approach. Interviews of 11 specialist nurses including district nurses and nurses with specialist training in health care of children and adolescents. Child health Care nurses (CHC nurses) in both private and regional management participated from two municipalities in Halland. Results: Three categories: Information to guardians, support to guardians and self-care counselling constituted the result. Subcategories were then added. Similar results have been seen in participating child health nurses. Conclusion: The conclusion was that the majority of the child health care nurses felt there was a significant need for self-care education regarding children with fever for caregivers. Good knowledge of self-care of children with fever can probably prevent some visits to the emergency department.

The introduction to this edited collection situates the volume in relation to previous research on strategies and tactics in the humanities and the social sciences. Taking a media historical point of departure, a key ambition with this volume is to foreground the dialectic relationship between strategies and tactics in what we call the long twentieth century. Drawing on examples from a range of different countries and world regions, and highlighting the infrastructures, entanglements, and institutions involved, this book makes a case for a tactical turn and for media tactics as an important scholarly study object in itself, and the historically informed approach as a way of exploration. Lastly, the introduction provides a short overview of the chapters that have been included in this volume.

Integrating media studies with history, Media Tactics in the Long Twentieth Century explores the dynamic relationship between tactics and strategies in recent history. Drawing on examples from a range of different countries and world regions, and looking at the infrastructures, entanglements, and institutions involved, the volume makes a strong case for media tactics as a new field of scholarly inquiry and for the importance of a historically informed approach. In contrast to strategic communication approaches, this media historical intervention contributes to new knowledge about the practical implementation of strategies. First foregrounding tactics as an object of study, the volume then counters the presentism of contemporary studies by adding a necessary historical perspective. Moreover, the book theoretically disentangles the concept of strategy – from an abstract contemporary buzzword to concrete, hands-on actions – which in turn reveals the complexity of using media strategies and media tactics in reality. This volume will interest scholars and students working in the field of media and communication in general, and in the subfields of strategic communication, public relations, media history, and propaganda studies.

In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well-being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy.

Teaching involves an ethical dimension that tends to remain unspoken and thus difficult to reflect on and discuss. From the perspective of professionalism, professional ethics and a common knowledge base are important to the quality and status of the teaching profession. This descriptive phenomenological study was motivated by the need to know more about how teachers understand their own professional ethics and how this is expressed through their teaching. The essence of the phenomenon is formulated through the analysis of interviews with nine teachers in Sweden who teach children from the age of 1–16. The results show that the teachers’ main ethical responsibility is to guide the children about right and wrong. The guidance, a safe learning environment, and relationships with and between the children are dependent on each other. The surrounding society affects the guidance of the children, as well as opportunities for collaboration with guardians and colleagues.

In this afterword, Marie Cronqvist, Fredrik Mohammadi Norén, and Emil Stjernholm tie together the chapters in Media Tactics in the Long Twentieth Century and summarise some of the book's key themes. Three key knowledge contributions are highlighted. First, the volume foregrounds tactics as a study object in itself, not just the effects or outcomes of strategic thinking. Second, the book counters the presentism of contemporary studies by adding a historical perspective. And third, by theoretically disentangling the concept of strategy from an abstract, contemporary buzzword to concrete, hands-on actions, some of the many complexities of operational media strategies and media tactics are revealed.

Employing the Foucauldian term ‘conduct’, this article explores how social resilience and morale became a target of state intervention in Denmark during the Cold War. ‘Psychological defence’ was a Cold War phenomenon designed to bring an imagined future war into a space of control as well as a tool for the authorities’ exercise of power in case another world war became a reality. Advocating a methodological internationalism, the article analyses how the concept of psychological defence travelled from Sweden to Denmark via Norway and NATO, and in a complex process of translation, mixing and hybridization was adapted and appropriated to Danish security policy conditions, preparedness culture, and historical experiences. Ultimately, psychological defence was replaced with a more practical or even cynical approach to public information and media preparedness, even if the objectives remained the same. The article employs source material from Danish, Swedish, and NATO archives and combines Scandinavian Cold War history with media history and the history of knowledge.

Hur formar vi framtiden och hur lär vi oss av historien? Vilken roll spelar konsten i ett framtida samhälle, hur fungerar framsynthet inom ekonomi och juridik, och hur kan framtidens komplexa forskningsresultat förmedlas och spridas till samhället utanför akademin? LU Futura var Lunds universitets tvärvetenskapliga tankesmedja för framtidsfrågor 2018-2021. Framtidskompasser är projektets slutpunkt, där deltagarna diskuterar framtidsfrågor inom sina specialområden. Essäerna handlar bland annat om våra växande avfallsberg, om vad beredskapen under kalla kriget kan lära oss i dagens krigsdiskussioner, om hur mänsklig hälsa förhåller sig till planetens välmående – och inte minst om vilka förhoppningar och farhågor dagens studentgeneration hyser inför framtiden.