| 1. |
- Kehoe, Laura, et al.
(författare)
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Make EU trade with Brazil sustainable
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 364:6438, s. 341-
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Ahmadpour, Doryaneh, 1973, et al.
(författare)
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Inventory study of an early pandemic COVID- 19 cohort in South-Eastern Sweden, focusing on neurological manifestations
- 2023
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Ingår i: PLoS ONE. - : Public Library of Science (PLoS). - 1932-6203 .- 1932-6203. ; 18:1 January
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Tidskriftsartikel (refereegranskat)abstract
- Background Neurological manifestations in patients with COVID-19 have been reported previously as outcomes of the infection. The purpose of current study was to investigate the occurrence of neurological signs and symptoms in COVID-19 patients, in the county ofÖstergötland in southeastern Sweden. Methods This is a retrospective, observational cohort study. Data were collected between March 2020 and June 2020. Information was extracted from medical records by a trained research assistant and physician and all data were validated by a senior neurologist. Results Seventy-four percent of patients developed at least one neurological symptom during the acute phase of the infection. Headache (43%) was the most common neurological symptom, followed by anosmia and/or ageusia (33%), confusion (28%), hallucinations (17%), dizziness (16%), sleep disorders in terms of insomnia and OSAS (Obstructive Sleep Apnea) (9%), myopathy and neuropathy (8%) and numbness and tingling (5%). Patients treated in the ICU had a higher male presentation (73%). Several risk factors in terms of co-morbidities, were identified. Hypertension (54.5%), depression and anxiety (51%), sleep disorders in terms of insomnia and OSAS (30%), cardiovascular morbidity (28%), autoimmune diseases (25%), chronic lung diseases (24%) and diabetes mellitus type 2 (23%) founded as possible risk factors. Conclusion Neurological symptoms were found in the vast majority (74%) of the patients. Accordingly, attention to neurological, mental and sleep disturbances is warranted with involvement of neurological expertise, in order to avoid further complications and long-term neurological effect of COVID-19. Furthermore, risk factors for more severe COVID-19, in terms of possible co-morbidities that identified in this study should get appropriate attention to optimizing treatment strategies in COVID-19 patients.
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| 3. |
- Annerbrink, Kristina, 1974, et al.
(författare)
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Associations between the angiotensin-converting enzyme insertion/deletion polymorphism and monoamine metabolite concentrations in cerebrospinal fluid
- 2010
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Ingår i: Psychiatry Research. - : Elsevier BV. - 1872-7123 .- 0165-1781. ; 179:2, s. 231-234
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Tidskriftsartikel (refereegranskat)abstract
- Angiotensin II has been suggested to influence central dopamine and serotonin turnover. Since the angiotensin-converting enzyme (ACE) plays a key role in angiotensin regulation by converting inactive angiotensin 1 to active angiotensin II, we hypothesised that the functional insertion/deletion (I/D) polymorphism in the ACE gene, which has previously been suggested to be associated with, depression and panic disorder, may influence monoamine activity. A well-established technique for assessing brain monoamine turnover in humans is to measure concentrations of monoamine metabolites in the cerebrospinal fluid (CSF). We thus investigated possible associations between the ACE I/D polymorphism and CSF monoamine metabolite concentrations in a population of healthy male subjects. After having found such an association between the ACE I/D polymorphism and CSF levels of the dopamine metabolite homovanillic acid and the serotonin metabolite 5-hydroxyindoleacetic acid in this sample, I carriers displaying lower levels, we tried to replicate this observation in a population of violent male offenders from which also both CSF and DNA were available. Also in this sample, the same associations were found. Our results suggest that the ACE I/D polymorphism may play a role in the modulation of serotonergic and dopaminergic turnover in men. (C) 2009 Elsevier Ireland Ltd. All rights reserved.
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| 4. |
- Anåker, Anna, et al.
(författare)
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The physical environment and multi-professional teamwork in three newly built stroke units
- 2020
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Ingår i: Disability and Rehabilitation. - : Informa UK Limited. - 1464-5165 .- 0963-8288. ; , s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To explore multi-professional teamwork in relation to the physical environment in three newly built or renovated stroke units. Materials and methods: An observational study was undertaken. The participants were all staff members of a multi-professional team working in the reviewed stroke units. The data were collected using behavioural mapping and semi-structured observations, and they were analysed by content analysis and descriptive statistics. Results: Out of all the observations in the behavioural mapping, very few were of two or more members from the team together with a patient. None of the included stroke units had a co-location for all the members of the multi-professional team. Three main categories emerged from the analysis of the interviews: (i) the hub of the unit; (ii) the division of places; and (iii) power imbalance. All the categories reflected the teamwork in relation to parts of the physical environment. Conclusion: The design of the physical environment is important for multi-professional teamwork. Emphasis must be placed on better understanding the impact of the physical environment and on incorporating the evidence related to multi-professional teamwork during the design of stroke units.IMPLICATIONS FOR REHABILITATION Understanding the link between the physical environment and effective teamwork can lead to more tailored and supportive design solutions. The design of the physical environment should be considered as a vital part of effective teamwork in stroke units. The physical environment should include shared workstations, allowing team members to meet and communicate face to face.
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| 5. |
- Axelsson, Charlotte, 1970, et al.
(författare)
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SpringFlow: A Digital Spring-sign
- 2002
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Ingår i: Proceedings of the second Nordic conference on Human-computer interaction , Aarhus, Denmark, Jun. 2005.. - 1581136161 ; , s. 297-298
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Konferensbidrag (refereegranskat)abstract
- We present SpringFlow, a digital Spring-sign, which, from February to May, changes its characteristics to indicate how far gone spring is. With the aid of our Spring-sign, you navigate through time just like you would with a calendar. Its construction resembles a hollow ball, while the appearance of it depends on the users interactions. By tilting it, changes in sound, light, heat and cold will be produced. Based upon prior work in ubiquitous computing, SpringFlow incorporates old techniques to create something new. This paper describes the components, interaction, implementation, conceptual approach, but most of all the aesthetics
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| 6. |
- Berge, Maria, 1979, et al.
(författare)
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Researching teaching and learning in engineering education
- 2011
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Ingår i: Konferens om Undervisning och Lärande 2010, Chalmers lärandecentrum..
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Konferensbidrag (refereegranskat)abstract
- Vad kan ett analytiskt perspektiv på undervisning och lärande tillföra?Detta runda bord syftar till att presentera några exempel på pågående utbildningsvetenskaplig forskning vilken bedrivs inom ramen för Chalmers egen verksamhet. Genom att i korthet presentera de forskningsintressen och forskningsfrågor som vi arbetar med vill vi diskutera vad utbildningsvetenskaplig forskning kan tillföra Chalmers i stort.Projekten som presenteras handlar om grupparbeten i fysik, tillämpningar av webben i språklärande, studenters skrivande inom miljöteknik, samt argumentation inom bioteknik. En av de gemensamma nämnarna för våra projekt är studenters lärande.
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| 7. |
- Bergman, Becky, 1970, et al.
(författare)
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Reflections on an Integrated Content and Language Project-Based Design of a Technical Communication Course for Electrical Engineering Students.
- 2013
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Ingår i: Journal of Academic Writing. - 2225-8973. ; 3:1, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- Effective ways of teaching technical communication skills to engineering students have been much discussed. This article reflects on one setting, a first year course in Technical Communication at a university in Sweden, where electrical engineering teachers, language and communication teachers and student counsellors work in close, team-based cooperation using a project model which requires the students to analyse, implement and communicate technical problems. The paper discusses the change in this course - from an EAP course primarily prioritizing language training which ran parallel with a project course - to one unified ICL course. The progression is described through the changes in the organization of the course, and the article focuses on one learning activity: interdisciplinary tutorials on project reports. Through a pilot study where these sessions were video recorded and mapped, we conclude that the presence of different roles became an asset for the range of what the students see as relevant for their project report. In particular, the technical report genre was critically analysed, including problematic areas such as textual sequencing and display of technical problems; data visualisation and commentary; and referencing.
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| 8. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Akademiskt skrivande för doktorander – var och hur kan stödet ges?
- 2015
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Ingår i: HKG2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Doktorandarbetet innebär att brottas med teoretiska och metodologiska utmaningar samtidigt som det egna akademiska skrivandet ska utvecklas. De akademiska färdigheter som krävs för att färdigställa en avhandling och erövra en ”egen akademisk röst”, är därmed ett mödosamt arbete som ofta utmanar doktoranders självbild och självförtroende (Wellington 2010, Cotterall 2011). Trots ett stort behov av guidning ifråga om sin textproduktion, är det inte givet var/när doktorander ges stöd i sitt akademiska skrivande, eller hur stödet bör se ut. Vid detta rundabordssamtal ger vi exempel från två forskarutbildningskurser, en fakultetsgemensam kurs på svenska och en universitetsgemensam på engelska, där doktoranders textproduktion behandlas. Syftet med bidraget är att utifrån konkreta exempel initiera ett erfarenhetsutbyte kring sätt att möta doktorandbehovet av stöttning i sin skrivutveckling. Mer specifikt är frågan vilket pedagogiskt och institutionellt stöd detta kräver, eftersom doktorander förväntas ha kunskap om och behärska akademiskt skrivande inför sin doktorsexamen. Frågan är inte kopplad till handledares insatser i första hand. Snarare intresserar vi oss för hur doktorander kan komma samman i arbetsgrupper utanför vardagssammanhanget med handledare eller den egna forskningsgruppen. Vår erfarenhet är att doktorander genom kollegiala möten och inblick i andras avhandlingsskrivande får syn på sitt eget sätt att föra resonemang i text. Två frågor intresserar oss: •Vilka former av lärandeaktiviteter utmanar och stöttar doktoranders skrivutveckling? •Vilket institutionellt stöd för skrivutveckling behövs på utbildning på forskarnivå (och avancerad nivå)? Vilka för- och nackdelar har fakultets-/universitetsgemensamma kurser och resurser med inriktning mot skrivutveckling? Våra två kurser exemplifierar olika traditioner ifråga om skrivutvecklande pedagogik. Kursen i akademiskt skrivande på engelska vilar på en genrepedagogisk grund och betonar text i form av genrer och textproducerandets språkliga dimensioner (Swales and Feak 2014). Nära förknippat med kunskap om genrer är förståelse av olika discipliners typiska texter (Bruce 2013, Dressen-Hammouda 2008, Hyland 2014). Kursen i akademiskt skrivande på svenska bygger på antagandet om textproduktion som deltagande i social praktik (Kamler & Thomson 2014). Här betonas skrivande som ett sätt att närma sig det vetenskapliga samtalet, och att i ett forskningssammanhang kunna förstå premisser, dra slutsatser och kritiskt förhålla sig till forskningsdiskurser. En återkommande lärandeaktivitet är processkrivande genom kamratrespons (Caffarell & Barnett 2001). Inledningsvis presenteras respektive kurs utifrån lärandemål, lärandeaktiviteter och examinerande moment (20 min). Två pedagogiska utmaningar vi identifierat, bl a. via kursvärderingar, behandlas. Dels balansen mellan lärarintervention och självständighet, dels synliggörandet av det akademiska skrivandets praktik och villkor. Därefter inbjuds till gemensam diskussion kring de två frågorna (25 min). Referenser: Bruce, I. (2013). A role for genre-based pedagogy in academic writing instruction? An EAP perspective. TEXT Special Issue 21: Scores from another ground, 21, 1-15. http://hdl.handle.net/10289/8510 Caffarella, R S., and Barnett, B G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education 25, 39-51. Cotterall, S. (2011). Doctoral students writing: where's the pedagogy?, Teaching in Higher Education, 16(4), 413-425. Dressen-Hammouda, D. (2008). From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific purposes, 27, 233–252. Hyland, K. (2014). Genre and writing instruction. LEARN Journal: Language Education and Acquisition Research Network, Special Issue 2014 From Research to Practice: New Perspectives in English Language Education, 40-49. Kamler, B., and Thomson, P. (2014, 2nd ed.). Helping doctoral students write: Pedagogies for supervision. London: Routledge. Paltridge, B. (2014). Genre and second-language academic writing. Language Teaching, 47(03), 303-318. Swales, J., and Feak, C. (2012). Academic writing for graduate students: essential tasks and skills. Ann Arbor: The University of Michigan Press. Wellington, J. (2010). More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education 15, 135-150.
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| 9. |
- Boge, Lukas, et al.
(författare)
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Lipid-based liquid crystals as carriers for antimicrobial peptides : Phase behavior and antimicrobial effect
- 2016
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Ingår i: Langmuir. - : American Chemical Society (ACS). - 0743-7463 .- 1520-5827. ; 32:17, s. 4217-4228
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Tidskriftsartikel (refereegranskat)abstract
- The number of antibiotic-resistant bacteria is increasing worldwide, and the demand for novel antimicrobials is constantly growing. Antimicrobial peptides (AMPs) could be an important part of future treatment strategies of various bacterial infection diseases. However, AMPs have relatively low stability, because of proteolytic and chemical degradation. As a consequence, carrier systems protecting the AMPs are greatly needed, to achieve efficient treatments. In addition, the carrier system also must administrate the peptide in a controlled manner to match the therapeutic dose window. In this work, lyotropic liquid crystalline (LC) structures consisting of cubic glycerol monooleate/water and hexagonal glycerol monooleate/oleic acid/water have been examined as carriers for AMPs. These LC structures have the capability of solubilizing both hydrophilic and hydrophobic substances, as well as being biocompatible and biodegradable. Both bulk gels and discrete dispersed structures (i.e., cubosomes and hexosomes) have been studied. Three AMPs have been investigated with respect to phase stability of the LC structures and antimicrobial effect: AP114, DPK-060, and LL-37. Characterization of the LC structures was performed using small-angle X-ray scattering (SAXS), dynamic light scattering, ζ-potential, and cryogenic transmission electron microscopy (Cryo-TEM) and peptide loading efficacy by ultra performance liquid chromatography. The antimicrobial effect of the LCNPs was investigated in vitro using minimum inhibitory concentration (MIC) and time-kill assay. The most hydrophobic peptide (AP114) was shown to induce an increase in negative curvature of the cubic LC system. The most polar peptide (DPK-060) induced a decrease in negative curvature while LL-37 did not change the LC phase at all. The hexagonal LC phase was not affected by any of the AMPs. Moreover, cubosomes loaded with peptides AP114 and DPK-060 showed preserved antimicrobial activity, whereas particles loaded with peptide LL-37 displayed a loss in its broad-spectrum bactericidal properties. AMP-loaded hexosomes showed a reduction in antimicrobial activity.
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| 10. |
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