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- Hallberg, Pär, et al.
(författare)
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Adipocyte-derived leucine aminopeptidase genotype and response to antihypertensive therapy
- 2003
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Ingår i: BMC Cardiovascular Disorders. - : Springer Science and Business Media LLC. - 1471-2261 .- 1471-2261. ; 18:3, s. 11-
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundAdipocyte-derived leucine aminopeptidase (ALAP) is a recently identified member of the M1 family of zinc-metallopeptidases and is thought to play a role in blood pressure control through inactivation of angiotensin II and/or generation of bradykinin. The enzyme seems to be particularly abundant in the heart. Recently, the Arg528-encoding allele of the ALAP gene was shown to be associated with essential hypertension.MethodsWe evaluated the influence of this polymorphism on the change in left ventricular mass index in 90 patients with essential hypertension and echocardiographically diagnosed left ventricular hypertrophy, randomised in a double-blind study to receive treatment with either the angiotensin II type I receptor antagonist irbesartan or the beta1-adrenoceptor blocker atenolol for 48 weeks. Genyotyping was performed using minisequencing.ResultsAfter adjustment for potential covariates (blood pressure and left ventricular mass index at baseline, blood pressure change, age, sex, dose and added antihypertensive treatment), there was a marked difference between the Arg/Arg and Lys/Arg genotypes in patients treated with irbesartan; those with the Arg/Arg genotype responded on average with an almost two-fold greater regression of left ventricular mass index than patients with the Lys/Arg genotype (-30.1 g/m2 [3.6] vs -16.7 [4.5], p = 0.03).ConclusionsThe ALAP genotype seems to determine the degree of regression of left ventricular hypertrophy during antihypertensive treatment with the angiotensin II type I receptor antagonist irbesartan in patients with essential hypertension and left ventricular hypertrophy. This is the first report of a role for ALAP/aminopeptidases in left ventricular mass regulation, and suggests a new potential target for antihypertensive drugs.
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| 2. |
- Hallberg, Pär, et al.
(författare)
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Gender-specific association between preproendothelin-1 genotype and reduction of systolic blood pressure during antihypertensive treatment : results from the Swedish Irbesartan Left Ventricular Hypertrophy Investigation versus Atenolol (SILVHIA)
- 2004
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Ingår i: Clinical Cardiology. - : Wiley. - 0160-9289 .- 1932-8737. ; 27:5, s. 287-290
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Studies suggest that endothelin-1 contributes to the pathogenesis of hypertension. A G5665T gene polymorphism of preproendothelin-1 has been shown to be associated with higher blood pressure in overweight patients. No study has yet determined the effect of this polymorphism on the change in blood pressure during antihypertensive treatment.HYPOTHESIS:This study aimed to determine this effect in hypertensive patients with left ventricular (LV) hypertrophy during antihypertensive treatment with either irbesartan or atenolol.METHODS: We determined the preproendothelin-1 genotype using minisequencing in 102 patients with essential hypertension and LV hypertrophy verified by echocardiography, randomized in a double-blind fashion to treatment with either the AT1-receptor antagonist irbesartan or the beta1-adrenoceptor antagonist atenolol.RESULTS:The change in systolic blood pressure (SBP) after 12 weeks of treatment was related to the preproendothelin-1 genotype in men; after adjustment for potential covariates (age, blood pressure, and LV mass index at study entry, dose of irbesartan/atenolol, and type of treatment), those carrying the T-allele responded on average with a more than two-fold greater reduction than those with the G/G genotype (-21.9 mmHg [13.9] vs. -8.9 [2.3], p = 0.007). No significant differences in blood pressure change between G/G and carriers of the T-allele were seen among women.CONCLUSIONS:Our finding suggests a gender-specific relationship between the G5665T preproendothelin-1 polymorphism and change in SBP in response to antihypertensive treatment with irbesartan or atenolol, suggesting the endothelin pathway to be a common mechanism included in the hypertensive action of the drugs.
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| 3. |
- Insulander, Eva, 1972-, et al.
(författare)
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Assessment in Transformation : Teachers’ Perceived Opportunities and Challenges in the Assessment of Multimodal Texts
- 2022
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 6:1, s. 132-153
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Tidskriftsartikel (refereegranskat)abstract
- Using data from focus group interviews, this study aims to analyze the perceived opportunities and challenges encountered by groups of secondary school teachers regarding the assessment of multimodal texts. Previous research has shown that digital technologies introduce new kinds of texts in the classroom. The possibility of combining verbal text with image, sound, and movement has an impact on students’ text production. However, the changing role of writing on the screen has left teachers uncertain of how to assess these new forms of texts. Apart from attending to digital competence, assessing multimodal texts may involve following writing conventions and organizing text using different resources and components. Quality in multimodal texts may concern using multimodal components to communicate complex ideas effectively, which may or may not be noticed by teachers. The data is based on group interviews with 11 secondary school teachers at two different schools. The study conducted a thematic content analysis using the analytical concepts of transformation, recognition, design, and form and meaning. Findings show that teachers find it challenging to acknowledge certain qualities in students’ multimodal texts without support from the steering documents. On the other hand, they notice opportunities to follow students’ learning processes. In addition, they stress an increased opportunity and need for shared assessment across school subjects. The article concludes with a discussion of tensions regarding opportunities and challenges when assessing students’ multimodal texts in relation to the different subject syllabuses.
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| 4. |
- Insulander, Eva, 1972-, et al.
(författare)
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The Touring Science Centre—an example of collaboration between a museum and a school
- 2022
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Ingår i: Designs for research, teaching and learning. - London : Routledge. - 9780367561246 - 9781003096498 ; , s. 123-136
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Bokkapitel (refereegranskat)abstract
- Museums have a long history of partnering with schools through field trips, outreach programs and curriculum support. While schools turn to museums for expert knowledge, unique learning resources, and out-of-school experiences, museums wish to attract new groups of visitors to engage in their exhibitions and activities. Both the museum and the school are central knowledge institutions, each however guided by a distinct institutional logic. They have different roles to play in society, which may facilitate or hinder collaboration between them. While the museum’s collections form the basis of its activities, the curriculum and educational tasks are at the centre of the school. This study is based on the analysis of documentation of science-centred activities focused on programming with teachers and pupils in grades 4–6, in a context of cultural diversity.
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| 5. |
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| 6. |
- Öhman Gullberg, Lisa, 1959-
(författare)
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Laddade bilder : Representation och meningsskapande i unga tjejers filmberättande
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this dissertation is to investigate how students engage with visual representations as a signifying practice in an educational context. This question is scrutinized through two young girls’ three video films and interviews with the producers. The study is guided by an interest in what these young students communicate with their films, how this is done and how they relate to the cultural and social world in their representation. The title, Ambiguous Images, alludes to the signifying work with film, images and words done by the two girls. The films raise topics such as sexuality, equality and gender which set their mark on the situation of young females, both in school and in their leisure time. The result shows that moving images fulfil the function of negotiating the significations as well as making it possible for the girls to create their own alternative representations. Each film contributes an alternative discourse, in contrast to dominant texts that apply to the constitution of the cultural and social context they address. The study demonstrates that learning is a process of selection, adaptation and transformation motivated by the interests of the pupils and the context of learning. Other important issues are also raised concerning the students’ possibilities to participate in and influence the school subject in question. This involves both the opportunity of engagement with a multiplicity of modes and the possibility to adopt their own voice and view of the world. Both the methodological and the theoretical approach in the dissertation have multimodal and social-semiotic perspectives, which are combined with a design approach. These combinations are united in a presentation of representation and communication as a social process of sign-making.
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