| 251. |
- Norström Ridæus, Barbro, 1942-
(författare)
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100 vägar till Afrika : en introduktion till modern afrikansk skönlitteratur
- 2003. - 2 uppl.
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Bok (populärvet., debatt m.m.)abstract
- Skönlitteratur är en utmärkt förmedlare av kunskap om ett land, dess folk, kultur, tankesätt m m. I denna bok beskrivs utförligt över etthundra olika verk av afrikanska författare som finns översatta till svenska. Boken innehåller även biografier över författarna, en förteckning över artiklar om afrikanska författare och deras verk, samt en annoterad förteckning över internationella tidskrifter med kulturellt och litterärt innehåll.
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| 252. |
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| 253. |
- Ohlsson, Anna, 1975-
(författare)
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Equity in Treatment and Outcomes among Heart Failure Patients in Sweden : The role of gender, age and socioeconomic factors in access to treatment and mortality
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is extensive empirical evidence for inequity in health and health care between and within countries across all economic levels worldwide. In Sweden, the Health and Medical Services Act states that health care should provide good health and equal health care for the entire population, but this goal has yet to be fulfilled. Equity has been defined as “differences which are unnecessary and avoidable, but in addition are considered unfair and unjust”. Equity in health is closely linked with the so-called social determinants of health, or the conditions in which people are born, grow, live, work, and age.Heart failure (HF) is a common disease globally, carrying high morbidity and mortality, and is one of the major causes of hospitalisations in Sweden. There is a strong evidence base for renin angiotensin system blockers (RASb) as well as beta-blockers (BB) reducing mortality in HF, and long-standing recommendations for these medications in treatment guidelines. However, not all eligible patients receive this first-line treatment. There has been some evidence of inequity by gender and age in treatment of HF, but evidence regarding socioeconomic risk factors has been scarce.In this thesis, differences in access to pharmacological therapy by demographic and socioeconomic factors were investigated.Observational studies with cohort designs were performed. In Study I–III large national population-level interlinked register materials were investigated, and in Study IV a well characterised cohort including clinical and prescription data from the SwedeHF, a Swedish HF quality register, was analysed.In Study I, we investigated differences in access to angiotensin-converting enzyme inhibitors (a type of RASb) by gender, age, educational level, employment status, income and immigration status among hospitalised HF patients in Sweden. In Study II we aimed to investigate effectiveness, i.e., the association between RASb exposure and mortality, among hospitalised HF patients in Sweden, and whether effectiveness varied with gender and age. In Study III, RASb access and mortality by employment status and educational level among hospitalised HF patients in Sweden of working age was analysed, along with possible excess mortality among non-employed patients without access to RASb. In Study IV, medication adherence to mortality-reducing HF medications, i.e., RASb and BB, was examined by age, gender, educational level, marital status and income.In conclusion, the studies in the thesis showed that access to RASb treatment appeared inequitable for women, the non-employed, and the elderly among hospitalised HF patients, although this treatment was associated with lower mortality for all these groups. Furthermore, RASb treatment was associated with similar reductions in mortality for women and men, but the association was somewhat weaker among older compared with younger hospitalised HF patients. In addition, non-employment and lower educational level were associated with higher mortality in hospitalised HF patients, and non-employment was associated with less access to RASb treatment. Finally, lower income and single status were associated with lower adherence to mortality-reducing treatment with BB and RASb in a quality register HF cohort, while associations were more unclear regarding gender and age.
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| 254. |
- Olsson, Thomas, et al.
(författare)
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Implementation Of Reward Systems For Excellence In University Teaching : – Critical Aspects From A Nordic Perspective
- 2018
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Ingår i: HECU 9. ; , s. 131-134
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The importance of teaching skills and excellence in university teaching is acknowledged across many countries in contemporary higher education and several reward system initiatives have been implemented (Skelton 2004 and 2007, Land & Gordon 2015), especially in Australia, the UK and the Nordic countries. This development is also driven by an increased focus on quality assurance and development in times of change. Australia and the UK reward excellent teachers on a national level through prices, scholarships and professional frameworks (Chalmers 2011, Skelton 2004, Turner & Gosling 2012). These initiatives focus mainly on individuals whereas reward systems in the Nordic countries are more focused on institutional development (Olsson & Roxå 2013, Meld. St. 16 2017). The Nordic countries are at the forefront internationally, and more than 20 institutions of higher education have implemented reward systems and at least 10 more are in the development process (Winka 2017).In this paper, we use close-up research to investigate implementation of reward systems. We are academic developers and although our focus is development of education, this process must be backed up mainly with fine-graded research. Based on case studies from different universities, combined with self-study research (LaBoskey 2004) and an autoethnographical approach (Adams et al. 2015, Ellis et al. 2011), we show how significant critical aspects influence systems and processes from both individual and institutional perspectives. We are aware of on-going methodological discussions but self-study research is an excellent way to get detailed knowledge about practices and developmental processes. The data used are documents and narratives combined with interviews within relevant networks in Nordic higher education, and personal experiences from actual processes. The first aspect to consider is if a reward system should enclose on one or two levels of competence. Models with two levels could be open or additive, which means that either you apply for any of the levels or you have to be appointed at the lower level to be allowed to apply at the higher level. We will show that two levels engage more academics and focus more on institutional quality development whereas one higher level promotes excellence and scholarly research-based teaching that might be somewhat frightening for some teachers.A fundamental aspect of a reward system is the criteria that form the basis for the assessment. Teaching portfolios are used in the application process and include descriptions and analyses of the teaching practice (Olsson and Roxå 2013). Concretion is of fundamental importance, and a portfolio is about an applicant’s teaching in relation to the students’ learning of the actual discipline. Furthermore, the importance of the discipline is imperative, and it is the pedagogical content knowledge (Shulman 1986) that is crucial. Although the criteria used for assessment differ between reward systems, it is possible to cluster them into different categories (Ryegård et al. 2010). We can identify at least six categories: focus on student learning (including evidence for learning results), ability to incorporate the discipline in a teaching and learning context (pedagogical content knowledge in practice), professional development over time, scholarly approach to teaching and learning, and pedagogical leadership (actively leading and promoting educational development). What evidence we should look for in a teaching portfolio depends on how we interpret the different criteria behind these categories. Results show that universities and faculties use criteria or specific indicators to show their definition of teaching excellence and they often do this to highlight explicit institutional priorities. The assessment process is another key aspect often performed by assessors from other universities. However, the assessment can also be an internal process, or it can be a combination. If we focus on quality development, an internal or partly external process is preferable. An entirely external process is closer to research assessments but the assessors’ lack of institutional understanding is often a serious shortcoming.Aspects on a more general level include systems at university level or faculty level. Both models are common and we will show that systems at faculty level are more effective as quality drivers. Finally, monetary incentives are important especially as they are evidences for the seriousness of the university. Models with increased salary for the individual as well as extra funding for the department are particularly powerful.In his “think piece” related to the conference keynote, Tristan McCowan discusses how unbundling of higher education might influence teaching and learning. We argue strongly in favour of integrated universities where teaching, research and community engagement are kept together and supporting each other as important parts of a comprehensive institution. Nordic universities are essentially not moving in the direction of unbundling and we will show that the pedagogical arguments in favour of unbundling are questionable and that reward systems do support the structure and benefits of traditional universities. An illustrating example is that (after 15 years in Lund) rewarded teachers are significantly overrepresented at important positions within the university (Olsson 2018, personal communication). The fact that rewarded excellent teachers are seriously involved in policy and decision-making is of profound importance for the development of university teaching. We also recognise that of more than 120 rewarded teachers more than a third are full professors leading active research groups.Further examples from Lund University comprise increased knowledge of how reward systems influence institutional development. We have shown that rewarded teachers are responsible for courses that support high quality learning and a deep approach to this learning (Olsson & Roxå 2008, Borell & Andersson 2014), and we recognise, through examination results and course evaluations, that teaching develops positively over time. The quality of teaching portfolios has increased in relation to the complexity of reflections about disciplinary teaching practices, the scholarly approach, effects of teaching on student learning, and sharing/dissemination of expertise and best practice (Larsson, Anderberg & Olsson 2015). The assessment process has also been researched which has resulted in better criteria and assessment procedures, and new models for defining teaching quality and excellence (Olsson & Roxå 2013, Olsson & Roxå 2012). Lund University was the first Nordic university to launch a reward system in 2001 (Olsson & Roxå 2013) and our experiences and our research point toward engaging and well adapted teaching that is not old-fashioned or restrictive and where the engagement between teachers and students is essential for the quality of learning.
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| 255. |
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| 256. |
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| 257. |
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| 258. |
- Parniani, Mostafa, et al.
(författare)
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Voltage Stability Analysis of a Multiple-Infeed Load Center Using Phasor Measurement Data
- 2006
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Ingår i: Power Systems Conference and Exposition, 2006. PSCE ’06. 2006 IEEE PES. - : IEEE. ; , s. 1299-1305
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Konferensbidrag (refereegranskat)abstract
- Voltage stability is a security concern for modern power systems. It can be analyzed using detailed or equivalent models. In this paper a new approach is presented for voltage stability analysis using synchronized phasor measurement data. Simple equivalent models of the interconnected system and load side at a measurement point are estimated from the data, and then used for calculating PV curves and predicting the stability limit. Two different models are proposed, and compared based on the analyses performed on the event recordings from US western power system. Minimal modeling and formulation makes the method suitable for online calculations. The models are continuously updated to reflect the effects of different system components and changes
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| 259. |
- Patel, Alok, Dr. 1989-, et al.
(författare)
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Microalgal lutein biosynthesis: Recent trends and challenges to enhance the lutein content in microalgal cell factories
- 2022
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Ingår i: Frontiers in Marine Science. - : Frontiers Media S.A.. - 2296-7745. ; 9
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Forskningsöversikt (refereegranskat)abstract
- Photosynthetic organisms such as eukaryotic microalgae and prokaryotic cyanobacteria synthesize a wide range of valuable chemicals. They are predicted to become efficient and renewable sources for valuable products in the future due to their high biomass synthesis using CO2 and solar energy. Microalgae are producers of several carotenoids including lutein, which is a xanthophyll carotenoid with several health advantages, including the prevention of age-related macular degeneration. Currently, it is extracted on commercial scale from marigold flower petals, however, production from plant sources is highly affected by seasonal variations, requires arable land, and has high production cost. Microalgae, on the other hand, are an ideal alternative for lutein synthesis due to their rapid growth and high biomass and lutein yield. It is, however, necessary to further improve lutein productivity, for a successful transition to commercial production. This article describes lutein biosynthesis in microalgae by using their native biochemical pathways, as well as possible target genes for genetic engineering to enhance lutein production. Understanding the processes behind lipid droplet synthesis in chloroplasts, as well as carotenoid transport across chloroplast membranes and carotenoid esterification, might lead to novel ways to boost lutein levels in microalgae.
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| 260. |
- Ruckstuhl, Angelica, et al.
(författare)
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Är du verkligen värd pengarna? Museernas finansiella situation, möjligheter och utmaningar
- 2018
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Ingår i: Tidskrift för ABM. - Uppsala : Institutionen för ABM, Uppsala universitet. - 2002-4614. ; 3:1, s. 58-65
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Denna text baseras på en uppsats inom ABM-programmets inriktning musei- och kulturarvsvetenskap som publicerades juni 2018. Uppsatsen Motstridiga motprestationer: En studie om museers finansiella möjligheter och utmaningar undersökte hur finansieringen av 21 museer/museimyndigheter i Stockholm såg ut och belyste de ekonomiska utmaningar som finns.
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