| 1. |
- Högstedt, Alexandra, 1993-
(författare)
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Microvascular effects of insulin in the skin
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The microcirculation in the skin is essential for skin homeostasis. In instances of altered microvascular function, that may be the result of insulin resistance, tissue morbidity may ensue. The underlying mechanisms are however complex and not fully understood. By studying the physiological effects of insulin in the skin, the understanding of the complex interplay between glucose metabolism and skin microcirculation can be improved. The general aim of this thesis was to develop an experimental in vivo model to study metabolic and microvascular responses to insulin in the skin in healthy subjects. Microdialysis is a suiting technique as it allows for both local delivery of drugs and simultaneous monitoring of the local metabolic and vascular effects in the very same tissue compartment. The effects of local and systemic insulin provocation on skin blood flow and metabolism were investigated using microdialysis urea clearance and laser speckle contrast imaging (paper I). An insulin dependent increase in skin blood flow was observed, presumably induced through the nitric oxide pathway (paper II). Investigating the protein expression during an oral glucose provocation using proteomic approaches however indicates interactions with other pathways, such as the renin-angiotensin system and the kallikrein-kinin system (paper IV). Paper III also investigated methodological concerns regarding the sampling of insulin using microdialysis. This in vivo model can, in the future, be applied to assess the microvascular effects of insulin in the skin in different patient groups, including those with micro-vascular dysfunction due to, for instance, insulin resistance.
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| 2. |
- Iredahl, Fredrik, 1988-
(författare)
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Assessment of microvascular and metabolic responses in the skin
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of this project was to develop experimental in vivo models that allow for minimally invasive investigations of responses in the skin to microvascular and metabolic provocations. The cutaneous microvasculature has emerged as a valuable model and been proposed to mirror the microcirculation in other organs. Dysfunction in the cutaneous microcirculation has thus been linked to systemic diseases such as hypertension and diabetes mellitus. Models for investigating skin responses could facilitate the understanding of pathophysiological mechanisms as well as effects of drugs.In the first study, three optical measurement techniques (laser Doppler flowmetry (LDF), laser speckle contrast imaging (LSCI) and tissue viability imaging (TiVi)) were compared against each other and showed differences in their ability to detect microvascular responses to provocations in the skin. TiVi was found more sensitive for measurement of noradrenaline-induced vasoconstriction, while LSCI was more sensitive for measurement of vascular occlusion. In the second study, microvascular responses in the skin to iontophoresis of vasoactive drugs were found to depend on the drug delivery protocol. Perfusion half-life was defined and used to describe the decay in the microvascular response to a drug after iontophoresis. In the third study, the role of nitric oxide (NO) was assessed during iontophoresis of insulin. The results showed a NO-dependent vasodilation in the skin by insulin. In the fourth study the vasoactive and metabolic effects of insulin were studied after both local and endogenous administration. Local delivery of insulin increased skin blood flow, paralleled by increased skin concentrations of interstitial pyruvate and lactate, although no change in glucose concentration was observed. An oral glucose load resulted in an increased insulin concentration in the skin paralleled by an increase in blood flow, as measured using the microdialysis urea clearance technique, although no changes in perfusion was measured by LSCI.The thesis concludes that when studying skin microvascular responses, the choice of measurement technique and the drug delivery protocol has an impact on the measurement results, and should therefore be carefully considered. The thesis also concludes that insulin has metabolic and vasodilatory effects in the skin both when administered locally and as an endogenous response to an oral glucose load. The vasodilatory effect of insulin in the skin is mediated by nitric oxide.
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| 3. |
- Mukama, Evode, 1968-
(författare)
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Information and Communication Technology in Teacher Education : Thinking and learning in computer‐supported social practice
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.
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| 4. |
- Boniface, Raymond, 1977-
(författare)
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Teachers' Retention in Tanzanian Remote Secondary Schools : Exploring Perceived Challenges and Support
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teacher retention is a global challenge, and many developed and developing countries are struggling to staff and retain teachers in schools, particularly in low-performing, remote, and less desirable areas. In most of these countries, Tanzania in particular, the efficacy of fiscally inclined teachers’ retention strategies continues to be dubious. The aim of this study is to explore teachers’ perceived school level challenges and the support of retaining teachers in remote secondary schools in Tanzania. The study is inspired by a supportive management theoretical framework, particularly Organizational Support, Leader-Member Exchange and Coworkers’ Exchange. It is motivated by a pragmatic knowledge claim. Data were sequentially collected in three phases using interviews and survey questionnaires. A sample included 258 secondary schools teachers from 28 remote schools in the Dodoma region in central Tanzania. Mixed methods data analysis techniques were used.The current study identifies younger males of a well-educated and experienced teaching workforce as being the chief staffing in remote Tanzanian secondary schools. Such a teaching workforce is challenging to retain in remote areas, as it is rarely satisfied with the teaching career and highly susceptible to frequently changing employers and working contexts. Moreover, findings show that teachers perceive problems related to housing, social services, conflicts in schools, the inability to influence changes in schools, the teaching and learning situation and limited opportunities as the chief reasons for not remaining in remote schools. Furthermore, findings show that teachers perceive meaningful retention support as being contextually definitive. The catalyst is high quality exchanges amongst teachers which spearhead the development of intra- and extra-role practices, school citizenship behaviours, intraschool social capital (an investment), all of which could bind teachers together, enhancing performing and supporting each other beyond formal contracts. Such a situation triggers teachers’ beliefs that changes, improvement, adaptability and survival within difficult remote environments is possible, and this consequently influences the intention to voice and/or conversely, to exit. Teachers’ empowerment, justice practices and working voicing arenas are important practices for enhancing retention support, especially in remote areas.
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| 5. |
- Rusanganwa, Joseph
(författare)
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Enhancing Physics Learning through Instruction, Technical Vocabulary and ICT : A Case of Higher Education in Rwanda
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aim of this thesis is to explore how teaching and learning in tertiary education is performed in times of change both in language policy and learning approaches. The study takes social constructivist and socio-cultural theories as its major points of departure. These theories are combined with cognitive theory of learning with multimedia.The four studies comprising this thesis are born out of a new situation demanding the mastery of a scientific language in English and new ways of teaching and learning backed with ICT. The studies set out to investigate (i) how students and teachers adapt to a change of medium of instruction (ii) what teachers and students of physics learn when constructing a multimedia vocabulary learning instrument (iii) the impact of two methods of teaching vocabulary on students’ test performance and (iv) how teachers reflect on the use of ICT in Physics teaching.To attain these targets, the study employed a blend of qualitative and quantitative designs to gather relevant data. In three studies, data were gathered from classroom practices in tertiary education. The fourth study included teacher interviews on their experiences with ICT. Findings indicate that the understanding of physics was facilitated by a variation in language use in different classroom spaces, students and teachers’ collaborative selection of technical vocabulary and a multimedia tool of technical vocabulary software constructed by two teachers and the researcher. According to the teachers, the quality of physics teaching would be enhanced further by adopting learner-centred teaching methods and the integration of more advanced ICT. The studies show that teachers and students are on their way to develop ICT tools for teaching and learning. Given adequate support, this can pave the way for transforming teaching and allowing for further quality development in innovative and creative ways of learning with ICT.
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| 6. |
- Kagwesage, Anne Marie
(författare)
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Coping with Learning through a Foreign Language in Higher Education in Rwanda
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.
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| 7. |
- Petersson Bloom, Linda
(författare)
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Equity in education for autistic students : professional learning to accommodate inclusive education
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Purpose: This thesis aims to explore if and how professionals’ participation in professional development enhances the quality of education for autistic students, including the perspectives of autistic students, their parents, and professionals in pre- and primary school. Furthermore, the thesis directs attention to how professional development may lead to the development of accommodations in the learning environment to support autistic students. Four studies have been conducted to fulfil the aim, which in combination answer the research questions addressed in this thesis. The four studies comprise one systematic review and three empirical studies. Study I, the systematic research review, explored adaptations and modification strategies. Study II investigated how a professional development intervention designed as a lesson study changed attitudes and practices amongst preschool professionals. Studies III–IV were developed from study II, and used professional development to explore changes in the preschool (study III) and primaryschool (study IV) practice. In these studies, multiple stakeholders were included; professionals (teachers, pre- and school management), autistic students, and their parents.Theoretical frameworks: Pragmatism is used as the umbrella framework capturing the methodology and methods, in combination with Communities of Practice (CoP) and Landscapes of Practice (LoP), are used to explain and discuss the results of the thesis.Design/Approach/Methods: A multilevel mixed methods research design was applied in this thesis. Following the concept of mixed methods, the integration was applied in three phases: research design, methods, interpretation and reporting. In the three empirical sub-studies, variants of mixed methods were alsoused in the designs. The results of the sub-studies are synthesized with a narrative synthesis.Findings: The results from the synthesized sub-studies indicate that professional development contributes to changes in professionals’ attitudes, increased knowledge, and strategies to accommodate, the latter more vaguely. Professionals could identify more changes than parents and autistic students. Barriers to implementation were found, such as lack of resources and physical environment. Enabling factors were identified as participation (collaborative aspects). Discrepancies were detected across participants and contexts.Conclusions: Based on the results of the included studies and the synthesized result, it is possible to conclude that professional development can contribute to changes, most prominent when exploring professionals’ views. The more distinct changes resided in changes and development in attitudes contributing to changes in mindset and increased knowledge. Furthermore, a lack of prerequisites, such as resources, may hinder the sustainability of professional development and, on a larger scale, inclusive education, which needs to be addressed further. To conclude equity for autistic students is a challenging issue for the Swedish school context, and is not yet fulfilled for this student group.Originality/Value: This thesis offers insights into a complex area, includes multiple stakeholders and provides a comprehensive understanding of the phenomena. Including young autistic students as active participants could be considered to be of great value. The findings could be of interest to both the research community and school practice.
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