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- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 2. |
- Mårtensson, Ulrika, et al.
(författare)
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Deletion of the G protein-coupled receptor 30 impairs glucose tolerance, reduces bone growth, increases blood pressure, and eliminates estradiol-stimulated insulin release in female mice.
- 2009
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Ingår i: Endocrinology. - : The Endocrine Society. - 1945-7170 .- 0013-7227. ; 150:2, s. 687-98
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Tidskriftsartikel (refereegranskat)abstract
- In vitro studies suggest that the G protein-coupled receptor (GPR) 30 is a functional estrogen receptor. However, the physiological role of GPR30 in vivo is unknown, and it remains to be determined whether GPR30 is an estrogen receptor also in vivo. To this end, we studied the effects of disrupting the GPR30 gene in female and male mice. Female GPR30((-/-)) mice had hyperglycemia and impaired glucose tolerance, reduced body growth, increased blood pressure, and reduced serum IGF-I levels. The reduced growth correlated with a proportional decrease in skeletal development. The elevated blood pressure was associated with an increased vascular resistance manifested as an increased media to lumen ratio of the resistance arteries. The hyperglycemia and impaired glucose tolerance in vivo were associated with decreased insulin expression and release in vivo and in vitro in isolated pancreatic islets. GPR30 is expressed in islets, and GPR30 deletion abolished estradiol-stimulated insulin release both in vivo in ovariectomized adult mice and in vitro in isolated islets. Our findings show that GPR30 is important for several metabolic functions in female mice, including estradiol-stimulated insulin release.
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| 3. |
- Parding, Karolina, et al.
(författare)
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Projekt: Nationell temagrupp A&O (arbetsplatslärande och omställning i arbetslivet)
- 2010
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Annan publikation (populärvet., debatt m.m.)abstract
- Europeiska Socialfondens temagrupp för arbetsplatslärande och omställning i arbetslivet som sammanställer, analyserar och sprider kunskaper och erfarenheter av hur långsiktig kompetensutveckling kan säkerställas på arbetsplatser i samarbete mellan arbetsgivare, fack, anställda, intermediärer, myndigheter och forskare.
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| 6. |
- Andersson, K., et al.
(författare)
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High-accuracy sampling of saproxylic diversity indicators at regional scales with pheromones : The case of Elater ferrugineus (Coleoptera, Elateridae)
- 2014
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Ingår i: Biological Conservation. - : Elsevier BV. - 0006-3207 .- 1873-2917. ; 171, s. 156-166
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Tidskriftsartikel (refereegranskat)abstract
- The rare beetle Elater ferrugineus was sampled at 47 sites in the county of Östergötland, Sweden by means of pheromone-baited traps to assess its value as an indicator species for hollow oak stands rich in rare saproxylic beetle species. In addition, Osmoderma eremita was also sampled with pheromone baits. These data were then compared against species survey data collected at the same sites by pitfall and window traps. Both species co-occur with many Red Listed saproxylic beetles, with E. ferrugineus being a somewhat better indicator for the rarest species. The conservation value of a site (measured as Red List points or number of Red Listed species) increased with the number of specimens of E. ferrugineus and O. eremita caught. Accuracy of sampling by means of pheromone trapping turned out to be radically different for the two model species. E. ferrugineus traps put out during July obtained full accuracy after only 6. days, whereas O. eremita traps needed to be out from early July to mid-August in order to obtain full accuracy with one trap per site. By using E. ferrugineus, or preferably both species, as indicator species, accuracy would increase and costs decrease for saproxylic biodiversity sampling, monitoring and identification of hotspots. © 2014 Elsevier Ltd.
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| 10. |
- Andersson, Sebastian, et al.
(författare)
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Establishing epistemic practices in students’ formulation of scientifically researchable questions in upper secondary science education
- 2019
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Ingår i: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019. ; , s. 24-24
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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.
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