| 1. |
- Lind, Lars, et al.
(författare)
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Obesity is associated with coronary artery stenosis independently of metabolic risk factors : the population-based SCAPIS study
- 2022
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Ingår i: Atherosclerosis. - : Elsevier. - 0021-9150 .- 1879-1484. ; 362, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Background and aims: Previous studies reported divergent results on whether metabolically healthy obesity is associated with increased coronary artery calcium and carotid plaques. We investigated this in a cross-sectional fashion in a large, well-defined, middle-aged population using coronary CT angiography (CCTA) and carotid ultrasound. Methods: In the SCAPIS study (50–65 years, 51% female), CCTA and carotid artery ultrasound were performed in 23,674 individuals without clinical atherosclerotic disease. These subjects were divided into six groups according to BMI (normal weight, overweight, obese) and the presence of metabolic syndrome (MetS) according to the NCEP consensus criteria. Results: The severity of coronary artery stenosis was increased in individuals with obesity without MetS compared to normal-weight individuals without MetS (OR 1.47, 95%CI 1.34–1.62; p < 0.0001), even after adjusting for non-HDL-cholesterol and several lifestyle factors. Such difference was not observed for the presence of carotid artery plaques (OR 0.94, 95%CI 0.87–1.02; p = 0.11). Obese or overweight individuals without any MetS criteria (except the waist criterion) showed significantly more pronounced stenosis in the coronary arteries as compared to the normal-weight individuals, while one criterion was needed to show increased plaque prevalence in the carotid arteries. High blood pressure was the most important single criterion for increased atherosclerosis in this respect. Conclusions: Individuals with obesity without MetS showed increased severity of coronary artery stenosis, but no increased occurrence of carotid artery plaques compared to normal-weight individuals without MetS, further emphasizing that obesity is not a benign condition even in the absence of MetS.
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| 2. |
- Berg, Mikael, Universitetslektor, 1970-, et al.
(författare)
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The Didactic Function of Narratives : Teacher discussions on the use of challenging, engaging, unifying, and complementing narratives in the history classroom
- 2023
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Ingår i: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 10:1, s. 44-59
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Tidskriftsartikel (refereegranskat)abstract
- At a time when society is characterised by a polarised social climate, it is teachers who need to contribute to a nuanced orientation of the world. This article looks at the ways historical narratives can be used as a collective didactic resource in the historical-cultural context of contemporary society. Its purpose is to analyse the didactic function that underlies historical narratives in relation to students’ understanding of society. Our study builds on three focus group interviews with six upper-secondary-school teachers of history and social studies. The method used is the stimulated-recall interview whereby teachers talk about various teaching situations. Four uses of historical narratives were identified, each with its own didactic function. The first is the use of the “challenging” narrative, the function of which is to disrupt and realign students’ understanding of society. The second is the use of the “engaging” narrative: its function is to involve and activate students in their present understanding of society. The third is the use of the “unifying” narrative, the function of which is to bridge contradictions within society. The fourth and final narrative is the “complementing” narrative, whose function it is to broaden and open students’ understanding of society. To address students in terms of their present understanding of society, teachers employ these four narratives as didactic resources. In such a way, these uses of historical narratives tie in with the teachers’ overall aim to contribute an alternative perspective to students’ current understanding of society.As such, the results reveal the general theoretical knowledge teachers have relating to their profession.
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| 3. |
- Hogberg, Karl-Anders, et al.
(författare)
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Relationships between early assessments of stem and branch properties and sawn timber traits in a Pinus sylvestris progeny trial
- 2010
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Ingår i: Scandinavian Journal of Forest Research. - : Informa UK Limited. - 0282-7581 .- 1651-1891. ; 25:5, s. 421-431
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Tidskriftsartikel (refereegranskat)abstract
- A sample of 162 trees was harvested from a 36-year-old Scots pine (Pinus sylvestris L.) progeny trial to evaluate correlations between early measurements of branch diameter, and other stem and branch traits, with sawn timber traits, and hence their potential utility for predicting wood quality. The sample trees were assigned to three genetic groups of small, medium and large branch diameter, based on parental breeding values. Bottom logs were cut and sawn, and several important traits for the visual quality of the boards were assessed. Phenotypic correlations were then estimated between these traits and measurements of the height, diameter, branch diameter, branch angle, stem crookedness, number of branches and grain angle under bark of the corresponding trees when they were 16 and 36 years old. The diameter of the coarsest knot in the board was correlated with the branch diameter at the age of 16 years (0.50), and there were significant differences in this trait among the genetic branch diameter groups. In addition, the board twist was correlated with the grain angle under bark at the age of 36 years (0.54). Thus, the field assessments of branch diameter and grain angle under bark show relevance for the visual quality of centrally sawn small timber.
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| 4. |
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| 5. |
- Persson, Anders, 1974-, et al.
(författare)
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More than a matter of qualification : teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish uppersecondary school
- 2022
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Ingår i: Citizenship, Social and Economics Education. - : SAGE Publications. - 1478-8047 .- 2047-1734. ; 21:1, s. 61-75
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects (Ledman, 2015; Nylund et al., 2020). In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification (cf Biesta, 2009; 2020). Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations
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| 6. |
- Thorp, Robert, et al.
(författare)
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On historical thinking and the history educational challenge
- 2020
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 52:8, s. 891-901
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Tidskriftsartikel (refereegranskat)abstract
- The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.
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| 7. |
- Åström Elmersjö, Henrik, 1978-, et al.
(författare)
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Controversial issues and the nature of history : teachers’ views on controversial historical issues in Swedish lower secondary school
- 2023
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Ingår i: History Education Research Journal (HERJ). - London : UCL Press. - 2631-9713. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- Controversial issues are often regarded as abundant in history education. Most topics can be regarded as controversial in one way or another. The purpose of this article is to analyse the way history teachers in Swedish lower secondary schools relate controversial issues to a particular view of the nature of the subject of history. By analysing statements from six teacher interviews which centred on the risks and opportunities associated with teaching about controversial issues, the authors were able to see a clear relation between views on controversial issues and views on the nature of history as such. The teachers’ reactions to the introduction of controversial issues, whether introduced by the teacher or by the students, was in many cases directly related to a specific view of the subject itself and its epistemological nature.
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| 8. |
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