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- Abreu Velez, Ana María, et al.
(författare)
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Detection of Mercury and Other Undetermined Materials in Skin Biopsies of Endemic Pemphigus Foliaceus
- 2003
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Ingår i: American journal of dermatopathology. - 0193-1091 .- 1533-0311. ; 25:5, s. 384-391
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A novel variant of endemic pemphigus foliaceus (EPF) was described among individuals in an area surrounding El Bagre, Colombia, South America. The population in this rural mining community is exposed to high environmental levels of mercury, used for gold extraction, as well as other minerals, metalloids, and trace elements (e.g., quartz, rutile, granite, magnetite, and almenite) and ultraviolet radiation. Fifty con-trol subjects and fifty EPF patients in the endemic area were examined for the presence of mercury in skin biopsies and hair, using autometal-lographic and mass spectroscopic analyses, respectively. Simultane-ously, serum levels of IgE were measured, and cutaneous tests for hy-persensitivity reactions were performed. Using autometallography, mercuric sulfides/selenides were detected in 14 of 51 skin biopsies dis-tributed similarly in the control and patient groups. However, signifi-cantly higher serum IgE levels and mercury concentrations in hair, urine, and nails were found in patients compared with controls. Mi-croscopic analysis revealed mercuric sulfides/selenides concentrated within and around the sweat gland epithelium, as well as in dendritic cells. Five skin biopsies from EPF patients and five from controls that tested positive for the presence of mercuric sulfides/selenides by autometallography were randomly selected for electron microscopic analysis. This analysis revealed a mixed electron-dense and electron-light material closely associated with desmosomes in patients. How-ever, there were intracellular vesicles containing an amalgam of elec-tron-dense and electron-light materials only in the EPF patients. Thus, EPF-affected individuals are exposed to high levels of environmental mercuric sulfides/selenides and other elements. This is the first study reporting mercuric sulfides/selenides in skin biopsies from people liv-ing in a focus of EPF, and these compounds may play a role in the pathogenesis of autoimmunity.
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| 7. |
- Adelmann, Kent
(författare)
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Att lyssna till röster. Ett vidgat lyssnandebegrepp i ett didaktiskt perspektiv.
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis has two points of departure and four main purposes. The first point of departure concerns the narrow perspective of the listening skill in Swedish. The first purpose is to show the lack of attention to the listening skill in research and mother tongue education in the Swedish compulsory school. Educational documents from 1842 to 2000 about Swedish as a school subject are examined from a historical perspective. Results from the study show that the listening skill is only slowly approaching the same status as talking, but standards for listening are still missing in the syllabus for Swedish. The second purpose is to determine a meaning for the concept of ’listen’ in the Swedish language. Results from the study outline three distinct meanings in the Swedish language: the perception of hearing, the constructing of meaning with attentive listening, and the metaphorical meaning in phrases such as “listening to voices”. Moreover, the concept of ‘listen’ covers a wide semantic field and the Swedish definition foregrounds three dimensions. The second point of departure concerns an extended notion of listening in classroom research. The empirical study is based on field observations and transcriptions of videotaped talk in interaction of eight Swedish white middle-class students in teacher education over a six-month period, with a tutor and an observer. The object of inquiry is the documented part of an earlier reception expressed in an open and explicit response: that is, ‘reported listening’. The Bakhtin (1984) concept of ‘voice’ is connected to the metaphorical meaning of the concept ‘listen’. With an extended notion of listening it is possible to describe all the kinds of voices which the participants listen to, respond to and speak with when they are in dialogue with themselves and are creating a voice of their own. The third purpose is to examine reported listening with regard to what voices and contextual resources the participants refer to: that is, ‘voice response’. The concept of ‘intertextuality’ is adopted as a method to identify this polyphony of voices in the classroom. Results from the study indicate that some of the students have a broad and some a narrow listening repertory. Six listening types emerge in the material and the group seems to be an important contributor to the individual’s dialogic learning. The fourth purpose is to examine reported listening with regard to how the participants use those voices: that is, ‘voice use’. Some rhetorical terms are adopted as a method to identify the student’s purpose in using different voices. Results from the study suggest that the voice use principally has an arguing function and that some of the students use several different functions and some use only a few in their listening profile. Four listening positions emerge in the material, namely the ‘questioner’, the ‘refiller’, the ‘synthesizer’ and the ‘inquirer’. The implications of these findings are discussed. Compared with the American listening tradition “Listening to Voices” represents an alternative theoretical framework with a sociocultural approach.
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| 9. |
- Adelmann, Kent
(författare)
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Konsten att lyssna
- 2003
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Konferensbidrag (populärvet., debatt m.m.)
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| 10. |
- Adelmann, Kent
(författare)
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Listening and referring to voices : students' repertory in educational settings
- 2001
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Ingår i: International journal of Listening. - : Taylor & Francis. - 1090-4018 .- 1932-586X. ; 15:1, s. 38-67
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Tidskriftsartikel (refereegranskat)abstract
- When we construct our knowledge in educational settings we usually listen to many different voices, mediated through teachers, classmates, books, films, and so on. Eight students in teacher training were videotaped for 12 hours of group talks with a tutor over a six-month period. The overall purpose of the study was to describe the polyphonic nature of the discursive field of education and the interplay between various contexts and contextual resources in that social interaction. The concept of intertextuality is adopted as a method to identify the polyphony of different voices. The explicit reported long-term listening is called the student's voice response, showing the repertory of contextual resources in use. Results from the study indicate that some of the students have a broad and some a narrow listening repertory when it comes to reported listening. The implications of these findings are discussed.
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