| 21. |
- Darmanis, Spyros, et al.
(författare)
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ProteinSeq : high-performance proteomic analyses by proximity ligation and next generation sequencing
- 2011
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 6:9, s. e25583-
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Tidskriftsartikel (refereegranskat)abstract
- Despite intense interest, methods that provide enhanced sensitivity and specificity in parallel measurements of candidate protein biomarkers in numerous samples have been lacking. We present herein a multiplex proximity ligation assay with readout via realtime PCR or DNA sequencing (ProteinSeq). We demonstrate improved sensitivity over conventional sandwich assays for simultaneous analysis of sets of 35 proteins in 5 μl of blood plasma. Importantly, we observe a minimal tendency to increased background with multiplexing, compared to a sandwich assay, suggesting that higher levels of multiplexing are possible. We used ProteinSeq to analyze proteins in plasma samples from cardiovascular disease (CVD) patient cohorts and matched controls. Three proteins, namely P-selectin, Cystatin-B and Kallikrein-6, were identified as putative diagnostic biomarkers for CVD. The latter two have not been previously reported in the literature and their potential roles must be validated in larger patient cohorts. We conclude that ProteinSeq is promising for screening large numbers of proteins and samples while the technology can provide a much-needed platform for validation of diagnostic markers in biobank samples and in clinical use.
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| 22. |
- Darmanis, Spyros, et al.
(författare)
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Simultaneous Multiplexed Measurement of RNA and Proteins in Single Cells
- 2016
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Ingår i: Cell Reports. - : Elsevier BV. - 2211-1247. ; 14:2, s. 380-389
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Tidskriftsartikel (refereegranskat)abstract
- Significant advances have been made in methods to analyze genomes and transcriptomes of single cells, but to fully define cell states, proteins must also be accessed as central actors defining a cell's phenotype. Methods currently used to analyze endogenous protein expression in single cells are limited in specificity, throughput, or multiplex capability. Here, we present an approach to simultaneously and specifically interrogate large sets of protein and RNA targets in lysates from individual cells, enabling investigations of cell functions and responses. We applied our method to investigate the effects of BMP4, an experimental therapeutic agent, on early-passage glioblastoma cell cultures. We uncovered significant heterogeneity in responses to treatment at levels of RNA and protein, with a subset of cells reacting in a distinct manner to BMP4. Moreover, we found overall poor correlation between protein and RNA at the level of single cells, with proteins more accurately defining responses to treatment.
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| 23. |
- Deakin Crick, Ruth, et al.
(författare)
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Developing an instrument to measure learning to learn : Paper presented at the Association for Educational Assessment Europe 8th Annual Conference in Stockholm in November 2007
- 2007
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Konferensbidrag (refereegranskat)abstract
- There is a growing interest in learning to learn in a European context. European Union initiatives have resulted in describing the competence of learning to learn in the framework for competencies for lifelong learning. Related to this has also been a wish to find ways to measure learning to learn. An Expert Group initiated by the European Commission developed a proposal to organise a pilot project on learning to learn. The group identified three interesting research projects which could be used in the further work to develop a European pilot study on learning to learn: an instrument to test learning to learn developed by the University of Helsinki, the Effective Lifelong Learning Inventory developed by the University of Bristol and the tests on cross-curricular skills developed by the University of Amsterdam. The Expert Group also proposed a framework on learning to learn. The framework was based on the assumption, proposed in the definition on learning to learn decided by the Education Council and the European Parliament, that this key competence can be defined as containing two dimensions; a cognitive and an affective (or belief) part. Under each dimension a number of subscales, based on existing subscales in the tests which have been developed in the research project mentioned above, were developed. A working group containing the authors of this paper was asked by the Expert Group to develop a test on learning to learn. This group has developed a draft instrument. The instrument has been constructed to correspond to the earlier developed framework. This paper describes how the work to construct this instrument has proceeded.
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| 24. |
- Dutt, Khaleda Gani, 1968-
(författare)
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The Role of Adult Literacy in Transforming the Lives of Women in Rural India: Overcoming Gender Inequalities : Comparative case studies in Bhilwara District Rajasthan & Howrah District West Bengal India
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Indian diaspora is woven around castes, languages, dialects, religions- a young nation boasting of an ancient civilization in which inequalities are deeply ingrained in its culture and traditions. Although vital government interventions have succeeded in increasing the literacy rate of women in both urban and rural areas general household characteristics such as income, caste, occupation and education attainments of parents still continue to determine access, attendance, completion and learning outcomes of girls and women from severely disadvantaged communities. The critical issue investigated in the comparative case study is why and how established hegemonic roles changed because of the catalytic role of adult literacy. The research was conducted in Bhilwara District, Rajasthan and Howrah District, West Bengal, India where literacy has played an intrinsic role in transforming the lives of the rural and marginalized women. In Indian society social norms often prevent women from exercising their free choice and from taking full and equal advantage of opportunities for individual development, contribution and reward. So assessing empowerment/transformation would mean identifying the constraints to empowerment, how women’s agency has developed and finally looking if ‘agency’ was able to address the constraints to women’s access to adult literacy. This would also entail seeking answers to questions such as ‘How is transformation represented in their narratives? What was the impact of literacy upon their lives?
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| 25. |
- Dwyer, Helen, 1963-
(författare)
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Children at risk Securitization theory and special education reforms
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Special education is to a significant extent based on special education programmes and support to children who are identified as children at risk. These programmes and support are often framed in educational reforms that aim to reduce risk and barriers to equal opportunities for learning and wellbeing. This thesis sets out to explore processes of special education reforms, with a special focus on the implementation of certain reforms. Here, a theoretical framework almost unknown in special education – securitization theory – is introduced, drawing on a tradition of securitization studies within the fields of Political Science and International Relations. The Copenhagen School’s theory of securitization referred to in the thesis describes the handling of vulnerabilities, insecurities and perceived threats through the initiation and implementation of securitization processes, such as, for example, education reforms. In short, securitization theory helps us understand processes of educational reforms in terms of identified threats, such as, for example, those against equal education for a specific group of pupils. Firstly, the reforms themselves are understood as securitization projects aimed at reducing threats to the young generation and as a consequence for society. Policies that concern children who are at risk by not receiving equal education, are handled differently among various securitization actors depending on how they perceive threats and education reform as a way to handle the perceived threat. Secondly, I introduce a new term into the examination of securitization processes – extended securitization actor. This assists the comprehension of additional implementation procedures and turns of securitization processes in the analytical procedure. Thirdly – and here I also add to the existing securitization theory – I show how a specific reform might itself be experienced as a threat to the goals and interests of actors at the lower levels of the implementation chain, which as a consequence, produces counter securitization processes that seem to influence the implementation of the education reform. The empirical parts of the thesis consist of empirical studies from South Africa and Sweden. Discussed are those education reform policies between the mid 1940s and 1970s in South Africa and Sweden that were directed towards the indigenous populations. Children “at risk” here concern educational issues linked to identity- and ethnic belonging and access to equal education for all children. Another study brings up the perception of environmental threats and international claims of incorporating Education for sustainable development (ESD) into national education. Children at risk can here be understood as those exposed to environmental hazards and in exposed land areas. Still another study deals with threats concerning political and societal exclusion of ethnic and vulnerable groups. Education reform should here be seen against the historic background of former Apartheid policies and the need for democratic development with a special emphasis on teachers’ attitudes towards inclusion and perceived threats by teachers in connection with implementing inclusive education.
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| 26. |
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| 27. |
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| 28. |
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| 29. |
- Eklund, Monica, 1956-, et al.
(författare)
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Reading Among Students in Sweden : Recent Research and Present Trends in an International Perspective
- 2006
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Konferensbidrag (refereegranskat)abstract
- A number of studies have been organised in Sweden, internationally on students ́ reading skills. IEA has organised the Six Subject Survey Study in 1970, the Reading Literacy Study in 1991 and PIRLS in 2001. The OECD has organised the PISA studies in 2000 and 2003.There have also been a number of studies undertaken only in Sweden. The Swedish National Agency for Education has published evaluation reports, covering the years 1992, 1995 and 2003, in which reading skills have been included. Karin Taube has been the project leader for a number of studies in different Swedish municipalities. These projects include testing of reading skills of all students in grade 3 in Stockholm 1993 –1999 and in grade 8 in Stockholm 1997 –2000.All these data some published and some not yet published, provide an opportunity to analyse questions related to students ́ reading. The data covers several years from 1970 to 2006 and concerns students in grades 2, 3, 4, 8 and 9. Some of the studies on reading allow comparisons over time. The studies organised within the framework of IEA make it possible to compare students’ reading skills in 1970, 1991 and 2001. The national assessments published by the Swedish National Agency for Education compare reading skills in 1989 (?), 1992, 1995 and 2003. The studies organised in Stockholm allows comparisons over the years 1993 to 1999 in grade 3 and 1997 to 2000 in grade 8. Also the PISA study may contribute, but only with two assessments in 2000 and 2003.Is it possible to speak about general trends based on the information available from the different studies? What may be the directions of these trends? Have reading skills among children and young people improved or do they read worse now than they used to do? How may changes in reading skills relate to changes in education policy and general changes in society during these years?
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| 30. |
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