| 1. |
- Moberg, Christina, et al.
(författare)
-
De unga gör helt rätt när de stämmer staten
- 2022
-
Ingår i: Aftonbladet. - 1103-9000.
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
|
|
| 2. |
|
|
| 3. |
- Andersson, Anna-Maria, 1990-, et al.
(författare)
-
Autophagy induction targeting mTORC1 enhances Mycobacterium tuberculosis replication in HIV co-infected human macrophages
- 2016
-
Ingår i: Scientific Reports. - : NATURE PUBLISHING GROUP. - 2045-2322. ; 6:28171
-
Tidskriftsartikel (refereegranskat)abstract
- To survive and replicate in macrophages Mycobacterium tuberculosis (Mtb) has developed strategies to subvert host defence mechanisms, including autophagy. Autophagy induction has the potential to clear Mtb, but little is known about its effect during controlled tuberculosis and HIV co-infection. Mammalian target of rapamycin complex1 (mTORC1) inhibitors were used to induce autophagy in human macrophages pre-infected with HIV-1(BaL) and infected with a low dose of Mtb (co-infected), or single Mtb infected (single infected). The controlled Mtb infection was disrupted upon mTOR inhibition resulting in increased Mtb replication in a dose-dependent manner which was more pronounced during co-infection. The increased Mtb replication could be explained by the marked reduction in phagosome acidification upon mTOR inhibition. Autophagy stimulation targeting mTORC1 clearly induced a basal autophagy with flux that was unlinked to the subcellular environment of the Mtb vacuoles, which showed a concurrent suppression in acidification and maturation/flux. Overall our findings indicate that mTOR inhibition during Mtb or HIV/Mtb co-infection interferes with phagosomal maturation, thereby supporting mycobacterial growth during low-dose and controlled infection. Therefore pharmacological induction of autophagy through targeting of the canonical mTORC1-pathway should be handled with caution during controlled tuberculosis, since this could have serious consequences for patients with HIV/Mtb co-infection.
|
|
| 4. |
- Andersson, Björn, 1952, et al.
(författare)
-
Trestad2 : Storstädernas satsning mot cannabis : delrapport för tiden jan 2012 - sep 2013.
- 2014
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport är en halvtidsdokumentation av den storstadssatsning som mellan 2012 och 2014 genomförs i Stockholm, Göteborg och Malmö med syfte att minska användande av cannabis hos unga. Författarna till rapporten är medlemmar av den övergripande forskargrupp som utsetts av de tre medverkande storstäderna för att följa, dokumentera och utvärdera projektet som helhet. Den övergripande forskargruppen kommer att presentera sin slutrapport sommaren/hösten 2014. Halvtidsdokumentationen avser perioden från januari 2012 till september 2013 och har tillkommit på initiativ av den övergripande forskargruppen för att dokumentera storstadssatsningens förlopp samt för att skapa ett underlag som kan användas såväl under den återstående projekttiden, som vid slutrapportering av hela storstadssatsningen. Rapporten presenterades på ett seminarium med de tre medverkande städerna i Malmö den 3 februari 2014.
|
|
| 5. |
- Andersson, Dan-Erik, et al.
(författare)
-
Handslag, famntag, klapp eller kyss
- 2019
-
Ingår i: Människan och etiken : Välgrundad moral i en polariserad tid - Välgrundad moral i en polariserad tid. - 9789198534603 ; , s. 85-101
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 6. |
- Andersson, Gerhard, et al.
(författare)
-
A controlled trial of cognitive-behavior therapy combined with vestibular rehabilitation in the treatment of dizziness
- 2006
-
Ingår i: Behaviour Research and Therapy. - : Elsevier BV. - 0005-7967 .- 1873-622X. ; 44:9, s. 1265-1273
-
Tidskriftsartikel (refereegranskat)abstract
- Dizziness is a common and often untreated symptom in the general population. The aim of this study was to investigate the effects of a combined cognitive-behavioral/vestibular rehabilitation (VR) program, using a randomized control design. A total of 29 participants were randomized to treatment consisting of psychoeducation, vestibular exercises, relaxation and cognitive interventions, or to serve as waiting list controls. Measures of dizziness-related handicap, dizziness-provoking movements, and daily diary registrations of dizziness symptoms at pre- and post-treatment showed statistically significant improvements in many domains, which translated to moderate effect sizes. These findings provide preliminary support for the combination of Cognitive-behavioral therapy (CBT) and VR methods in the treatment of dizziness.
|
|
| 7. |
- Andersson, Leif, et al.
(författare)
-
Afghanistans skenande folkökning är ohållbar
- 2021
-
Ingår i: Expressen. ; :3 oktober
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Sverige har pausat det mycket stora biståndet till Afghanistan, ett land med snabbt ökande befolkning. Landet är nu på väg mot omfattande resursbrist, fattigdom och svält. En viktig del i fortsatt bistånd bör vara familjeplanering som minskar de problem den skenande folkökningen orsakar
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Andersson, Sebastian, et al.
(författare)
-
Establishing epistemic practices in students’ formulation of scientifically researchable questions in upper secondary science education
- 2019
-
Ingår i: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019. ; , s. 24-24
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The development of students' capability to engage in scientific inquiry is part of the science curricula across the educational system. However, previous research shows that laboratory and practical work in science education do not necessarily develop the capability to engage in scientific inquiry or contribute to developing an understanding of the nature of inquiry. The purpose of this study is to explore how teaching activities can be designed with a specific focus to develop students' capability to formulate questions for scientific inquiry. Some science education research points to that in order for students to develop an understanding of the nature of science inquiry, teaching has to include activities explicitly focusing aspects of inquiry such as asking questions, observing and making inferences. In this study we draw on the theoretical framework of epistemic practices to analyse and design teaching with the purpose of developing students' capabilities to formulate questions for scientific inquiry. Epistemic practices refer to the ways people in a specific community propose, justify, evaluate and legitimize knowledge claims within a disciplinary framework. From this perspective, formulating scientifically researchable questions makes sense only as part of epistemic practice in relation to a motive of knowledge production. The research question is: How can epistemic practices be established in upper-secondary school science where students are invited to participate in activities of formulating researchable questions?The study was carried out as a design-based research collaboration with a research team consisting of nine science teachers and four science education researchers. Data was collected in three cycles of design, intervention and analysis of research lessons with six classes in three different upper-secondary schools. The data consists of video-recordings of student interaction while engaging in tasks of formulating researchable scientific questions. The data is analysed using the didactical model of organizing purposes; distinguishing between overarching purposes and the student-orientated purposes emerging in interaction. The results indicate that the development of students’ capabilities to formulate researchable questions is situated in the processes of interaction with peers, and the conditions for situating the formulation of questions in a practice characterised by closeness to an epistemic object and gathering of observational data. Based on the results, we argue for a shift in science education from focusing students’ views of a generic nature of science or nature of science inquiry to focussing student participation in epistemic practices of various kinds.
|
|
