| 1. |
- Bento, Celeste, et al.
(författare)
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Genetic Basis of Congenital Erythrocytosis : Mutation Update and Online Databases
- 2014
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Ingår i: Human Mutation. - : Wiley-Blackwell. - 1059-7794 .- 1098-1004. ; 35:1, s. 15-26
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Tidskriftsartikel (refereegranskat)abstract
- Congenital erythrocytosis (CE), or congenital polycythemia, represents a rare and heterogeneous clinical entity. It is caused by deregulated red blood cell production where erythrocyte overproduction results in elevated hemoglobin and hematocrit levels. Primary congenital familial erythrocytosis is associated with low erythropoietin (Epo) levels and results from mutations in the Epo receptor gene (EPOR). Secondary CE arises from conditions causing tissue hypoxia and results in increased Epo production. These include hemoglobin variants with increased affinity for oxygen (HBB, HBA mutations), decreased production of 2,3-bisphosphoglycerate due to BPGM mutations, or mutations in the genes involved in the hypoxia sensing pathway (VHL, EPAS1, and EGLN1). Depending on the affected gene, CE can be inherited either in an autosomal dominant or recessive mode, with sporadic cases arising de novo. Despite recent important discoveries in the molecular pathogenesis of CE, the molecular causes remain to be identified in about 70% of the patients. With the objective of collecting all the published and unpublished cases of CE the COST action MPN&MPNr-Euronet developed a comprehensive Internet-based database focusing on the registration of clinical history, hematological, biochemical, and molecular data (http://www.erythrocytosis.org/). In addition, unreported mutations are also curated in the corresponding Leiden Open Variation Database.
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| 2. |
- Börjesson, Git, et al.
(författare)
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Att undersöka möjligheter till ämnesdidaktisk progression
- 2019
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Ingår i: Vetenskaplighet i högre utbildning - Erfarenheter från lärarutbildningen. Franck, Olof (red.). - Lund : Studentlitteratur. - 9789144130637 ; , s. 157-178
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I lärarutbildningen finns sedan lång tid tillbaka ett speciellt intresse för vilka professionella kunskaper en lärare bör ha för att undervisa inom ett ämnesområde, det vill säga vilken ämnesdidaktisk kompetens som krävs för att bedriva undervisning. Det finns i lärarutbildningen också, på samma sätt som i andra utbildningar , ett intresse för progression av lärandet. Progression kan beskrivas som det sätt som lärandet tar sig uttryck, det vill säga ett bevis för resultatet av lärandet hos individer. Det finns forskning när det gäller progression i relation till så väl individens lärande som vad ämnesdidaktisk kunskap och lärande är, och hur det kan tolkas och iscensättas i olika utbildningssammanhang. Trots det så saknas det forskning som kombinerar dessa båda delar, ämnesdidaktiska kunskaper och ämnesdidaktisk progression inom lärarutbildningens kurser. Vi har genom att använda kollegiala samtal försökt synliggöra vad, varför och hur ämnesdidaktik framträder i lärarprogrammets kurser i narurvetenskap och teknik och om, och i så fall hur, ämnesdidaktisk progression kommer till uttryck. Arbetet har inneburit att vi som lärarutbildare och forskare har utvecklat en större förståelse för det ämnesdidaktiska innehållet samt synliggjort möjligheter för kursutveckling relativt en tanke om ämnesdidaktisk progression.
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| 3. |
- Gregersdotter, Katarina, 1970-, et al.
(författare)
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Editorial : Textual Echoes
- 2011
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Ingår i: Transformative Works and Cultures. - : Organization for Transformative Works. - 1941-2258. ; :8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This section of the special issue gathers articles by scholars who attended Textual Echoes, an academic conference solely focused on fan fiction.
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| 4. |
- Solli, Anne, 1969, et al.
(författare)
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En kartläggning av forskning om lärande och undervisning om energi: implikationer för lärarutbildningen
- 2022
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Ingår i: Praktiknära skolforskning FND 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Energi kopplas till allt mer akuta samhällsfrågor och är ett ämnesövergripande tema. Vi har, som lärarutbildare, identifierat ett behov att revidera vårt sätt att förbereda blivande lärare att undervisa det ämnesövergripande temat energi i de fyra ämnena kemi, biologi, teknik och fysik. Syftet med denna litteraturstudie var att kartlägga forskning anknuten till undervisning och lärande om energi, vilka problem som identifierats, motiv för varför temat ska adresseras, forskningens implikationer samt att identifiera teman i litteraturen som kan vara till hjälp för design av undervisning och att identifiera luckor i litteraturen för planering av forskning. Litteraturstudien stöds av ramverket beskrivit av Pham mfl (2014) för utförande av en s.k. scoping review, det vill säga att undersöka forskning inom ett ämnesområde. Resultaten visar att energitemat är utmanande för båda lärare och elever. Existerande undervisningsmetoder misslyckas delvis att ge elever den typ av integrerade förståelse som de behöver för att tillämpa energiidéer i samhällssammanhang. I litteraturen identifieras två huvudmotiv för att adressera energi i undervisningen. Dels fokus på att säkra grunden och lära sig den rätt förklaringen på ena sidan, dels att lära sig agera i frågor som handlar om energianvändning å andra sidan. Ett fåtal studier lyfte vikten av att lära sig resonera kring komplexa system som involverar flera komponenter och energiformer. Implikationer för undervisning från forskningen är flera; vi har kategoriserat dessa kring organisering och progression av undervisning och att förståelse för energi bör utvecklas tillsammans med de naturvetenskapliga och samhälleliga sammanhang där energi blir relevant
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| 5. |
- Svensson, Maria, 1969, et al.
(författare)
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Opportunities for progression in subject-matter didactics
- 2019
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Ingår i: Konferenspresentation på NOFA 7, Stockholms universitet, 13-15 maj, 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The professional skills that teachers need when teaching a specific subject has for a long time been of interest and relevance for teacher education. In the teacher education at the University of Gothenburg, this is referred to as subject-matter didactics inspired by both the European tradition and US-inspired Pedagogical Content Knowledge. Another important issue in teacher education, as well as in other educational contexts, is the interest in progression of learning. Progression can be described in different ways, one a matter of individual learning, another, a matter of the extent to which various aspects of the curriculum connect. Research about progression exists, and so does research on what subject-matter didactics knowledge is, and how it can be interpreted and integrated in different educational contexts. However, research investigating the progression of subject-matter didactics knowledge in teacher education is rare. To address this gap, the following research question was formulated: How can progression in subject-matter didactics of science and technology be described in teacher education courses? In an exploratory phase we approached both issues inductively by analysing theories that reflect different perspectives on subject didactic in line with our research question. The study departs in an investigation of our own teaching in the teacher education to thus gather empirical evidence of what, why and how subject-matter didactics appears in courses in the programme, and if and how progression is expressed. The empirical material consists of several observations of lessons and course document analyses directed toward student teachers in primary school teacher programmes inspired and supported by tools previously developed by other researchers in various educational contexts. The results show indications of progression in subject-matter didactics in the courses that links to certain tasks in the courses where students plan, implement and analyse teaching, as well as analyse pupils’ learning. The result also point to tasks with no clear or implicit progression that nevertheless can be interpreted as opportunities to strengthen progression in and between courses and tasks. Examples of such implicit opportunities that were identified are tasks that aim to develop systems-thinking in the subject areas and tasks that engage students in conceptual understanding. The question is whether the teaching we currently have in teacher education, explicitly emphasis subject-matter didactics or if it is something that we take for granted as teacher educators, invisible to students but assumed implied by our teaching.
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| 6. |
- Åström, Maria, 1965, et al.
(författare)
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OPPORTUNITIES FOR PROGRESSION IN SUBJECT-MATTER DIDACTICS
- 2019
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Ingår i: Conference proceedings ESERA 2019 13 th ConferenCe | 26th-30th August 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education research has a special interest in which professional knowledge teachers should have in order to teach a subject area, that is, which is the subject didactic competence required to conduct teaching. The science education part is short and comprised in the Swedish teacher education program for primary schools, which is challenging. This has also an impact on the students’ progression of learning. Progression can be described as the way in which learning is expressed, that is, evidence of the outcome of learning in individuals. This study concerns research on progression in relation to learning and in terms of subject didactic knowledge, how it is interpreted and staged in primary science context. We have found no research that combines these two parts subject didactic knowledge and progression in teacher education. By using peer conversations as a basis, together with text analysis (course documents) and collaborate classroom observations we have tried to make visible what, why and how subject didactics appears in the teacher program courses in science and technology and if and how, progression is expressed. The work has meant that we, as teacher educators and researchers, have developed a greater understanding of the subject didactic content and visualized course development opportunities relative to a thought about progression.
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| 7. |
- Amani, Payam, et al.
(författare)
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Application of Control Theory to a Commercial Mobile Service Support System
- 2012
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Ingår i: International Journal on Advances in Telecommunications. - 1942-2601. ; 5:3&4
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Tidskriftsartikel (refereegranskat)abstract
- The Mobile Service Support system (MSS), which Ericsson AB develops, handles the setup of new subscribers and services into a mobile network. Experience from deployed systems show that traffic monitoring and control of the system will be crucial for handling overload situations that may occur at sudden traffic surges. In this paper we identify and explore some important control challenges for this type of systems. Further, we present analysis and experiments showing some advantages of proposed solutions. First, we develop a load-dependent server model for the system, which is validated in testbed experiments. Further, we propose a control design based on the model, and a method for estimation of response times and arrival rates. The main contribution of this paper is that we show how control theory methods and analysis can be used for commercial telecom systems. Parts of our results have been implemented in commercial products, validating the strength of our work.
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| 8. |
- Armstrong, Ben, et al.
(författare)
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The Role of Humidity in Associations of High Temperature with Mortality : A Multicountry, Multicity Study
- 2019
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Ingår i: Journal of Environmental Health Perspectives. - : The National Institute of Environmental Health Sciences. - 0091-6765 .- 1552-9924. ; 127:9
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Tidskriftsartikel (refereegranskat)abstract
- Background: There is strong experimental evidence that physiologic stress from high temperatures is greater if humidity is higher. However, heat indices developed to allow for this have not consistently predicted mortality better than dry-bulb temperature.Objectives: We aimed to clarify the potential contribution of humidity an addition to temperature in predicting daily mortality in summer by using a large multicountry dataset.Methods: In 445 cities in 24 countries, we fit a time-series regression model for summer mortality with a distributed lag nonlinear model (DLNM) for temperature (up to lag 3) and supplemented this with a range of terms for relative humidity (RH) and its interaction with temperature. City-specific associations were summarized using meta-analytic techniques.Results: Adding a linear term for RH to the temperature term improved fit slightly, with an increase of 23% in RH (the 99th percentile anomaly) associated with a 1.1% [95% confidence interval (CI): 0.8, 1.3] decrease in mortality. Allowing curvature in the RH term or adding terms for interaction of RH with temperature did not improve the model fit. The humidity-related decreased risk was made up of a positive coefficient at lag 0 outweighed by negative coefficients at lags of 1–3 d. Key results were broadly robust to small model changes and replacing RH with absolute measures of humidity. Replacing temperature with apparent temperature, a metric combining humidity and temperature, reduced goodness of fit slightly.Discussion:The absence of a positive association of humidity with mortality in summer in this large multinational study is counter to expectations from physiologic studies, though consistent with previous epidemiologic studies finding little evidence for improved prediction by heat indices. The result that there was a small negative average association of humidity with mortality should be interpreted cautiously; the lag structure has unclear interpretation and suggests the need for future work to clarify.
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| 9. |
- Ask, Erik, et al.
(författare)
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Minimal Structure and Motion Problems for TOA and TDOA Measurements with Collinearity Constraints
- 2013
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Ingår i: 2nd International Conference on Pattern Recognition Applications and Methods, Proceedings of. - 9789898565419 ; , s. 425-429
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Konferensbidrag (refereegranskat)abstract
- Structure from sound can be phrased as the problem of determining the position of a number of microphones and a number of sound sources given only the recorded sounds. In this paper we study minimal structure from sound problems in both TOA (time of arrival) and TDOA (time difference of arrival) settings with collinear constraints on e.g. the microphone positions. Three such minimal cases are analyzed and solved with efficient and numerically stable techniques. An experimental validation of the solvers are performed on both simulated and real data. In the paper we also show how such solvers can be utilized in a RANSAC framework to perform robust matching of sound features and then used as initial estimates in a robust non-linear leastsquares optimization.
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| 10. |
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