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- Wenner, Jörgen, et al.
(författare)
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Short-term outcome after laparoscopic and open 360 degrees fundoplication. A prospective randomized trial.
- 2001
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Ingår i: Surgical Endoscopy. - : Springer Science and Business Media LLC. - 0930-2794 .- 1432-2218. ; 15:10, s. 1124-8
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Despite the lack of randomized trials supporting the laparoscopic approach, laparoscopic antireflux surgery has gained widespread acceptance during the last decade. The aim of this study was to compare the short-term symptomatic and objective outcome after laparoscopic and open 360 degrees fundoplication in a prospective randomized clinical trial. METHODS: Sixty patients with GERD were randomized to undergo either laparoscopic (LF) or open 360 degrees fundoplication (OF). Endoscopy, esophageal manometry, 24-h pH monitoring, clinical symptom evaluation, and symptom scoring according to a validated questionnaire (the Gastrointestinal Symptom Rating Scale [GSRS]) was performed preoperatively and 6 months after surgery. RESULTS: Five patients randomized to the laparoscopic group were converted to open surgery. Esophageal acid exposure was restored to normal in all patients. Lower esophageal sphincter length and resting pressure were significantly increased after both laparoscopic and open fundoplication (p < 0.001); there were no differences between the groups. No significant differences were seen in symptomatic outcome, although there was a trend toward a higher rate of mild dysphagia (p = 0.051) after laparoscopic surgery. GSRS revealed a decrease in reflux score (p < 0.001) and abdominal pain score (p < 0.001) postoperatively. There were no significant differences in GSRS scores between the two groups. CONCLUSION: Laparoscopic 360 degrees fundoplication is as effective in treating reflux disease as open fundoplication. Six months postoperatively, no significant differences were seen in symptomatic or objective outcome. Long-term evaluation is needed.
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| 3. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Questioning to learn and learning to question : Structure and function of PBL scenarios in environmental science education.
- 2000
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Ingår i: Second International Conference on Problem-Based Learning in Higher Education,2000.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios to bring about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year, undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled; A. Encyclopaedic, B. Meaning-oriented, C. Relational, D. Value-oriented and E. Solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students’ approaches to learning.
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| 4. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Questioning to learn and learning to question : Structure and function of problem-based learning scenarios in environmental science education
- 2001
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Ingår i: Higher Education. - 0018-1560 .- 1573-174X. ; 41:3, s. 263-282
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Tidskriftsartikel (refereegranskat)abstract
- In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios in bringing about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled, encyclopaedic, meaning-oriented, relational, value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students' approaches to learning.
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| 7. |
- Alkan Olsson, Johanna, et al.
(författare)
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Critical Load : The politics of chemistry
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Critical Load was introduced as a environmental policy tool in the late 1980s in response to a need for exact and scientifically based measures to abate transboundary air pollution in the Convention onLong-Range Transboundary Air Pollution (CLRTAP). The main objective in this study was to analyse the practical operationalisation of these limits. The study proceeded by analysing policy document treating the Critical Load concept produced by the Swedish Environmental Protection Agency (SEP A) It is showed that the concept is mainly operationalised through three scientific disciplines, chemistry, ecology and toxicology. Chemistry dominates and two things are forwarded as a reason. First, the political over all aim of Critical Load is based on the ideas that nature is robust within limits a perception, which is closely entangled with an idea that it is possible to calculate these limits. This favours chemical explanations, as chemistry is perceived as more calculable than for example ecology. Secondly, the Critical Load concept was initially used in connection to acidification, which primarily has been perceived a chemical problem. As ecological explanations in the material not are operationalised into precise limitsthe role of ecology is interpreted as a complement to the precise calculations provided by chemistry, taking into consideration the balance and the complexity of nature. Toxicological explanations on the other hand provide precise measurements and are therefore interpreted as an intermediary between ecology and chemistry. Thethree stories are therefore interpreted as versions on the same story,nature as robust within limits and calculable. The ecological and thetoxicological explanations are also interpreted as answers to a changein the perception of environmental problem to more complex and to achanging focus of polluting compounds in the CLRTAP.
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| 8. |
- Alkan Olsson, Johanna, et al.
(författare)
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The Critical Load graph : A rhetorical trope
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- It is often said that pictures and graphical visualisations have a greatpower to unify and simplify ideas: "a picture says a thousand words" as thesaying goes. The ability of graphs to explore and summarise large sets ofnumbers is also well known (Tufte, 1983: introduction). Although scientistsfrequently have recourse to graphical illustrations when explaining complexproblems, the role of pictures and graphs in forwarding scientific findingshas received relatively little attention in studies of science compared to the attention given to texts. Ronald Giere and Michael Ruse have suggested thatthis lack of interest may be explained by the strong influence of logical empiricism in scientific culture (Giere, 1996; Ruse, 1996). Logical empiricism emerged in the eighteenth century in the transition between an oral-visualculture and a text-based culture, nurturing a suspicion towards pictures andarguing that human thinking relies on words. In this textual culture pictures are reduced to persuasive aids, if considered at all, being thought of as pedagogical tools or simple 'illustrations' used to facilitate the presentation and sharing of scientific findings (Stafford, 1994). Another reason why visual displays in science have been underestimated and neglected compared to scientific texts, may simply be, as suggested by David Lynch, that methods for analysing verbal materials are more advanced than thosefor analysing pictures (Lynch, 1990:151). (...)
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| 9. |
- Anrup, Roland, et al.
(författare)
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Centrala universitetsvärden hotas av bolagiseringsidén
- 2013
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Ingår i: Dagens nyheter. - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Högskolestiftelser. Förslaget att driva svenska universitet i stiftelseform öppnar för bolagisering. Men det är ingen riktig utredning, utan en politisk pamflett utan eftertanke. Privatisering av universitet hotar både oberoendet, forskningskvaliteten och samhällsnyttan, skriver 36 forskare vid svenska högskolor och universitet.
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