| 1. |
- Uhlén, Mathias, et al.
(författare)
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A human protein atlas for normal and cancer tissues based on antibody proteomics
- 2005
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Ingår i: Molecular & Cellular Proteomics. - 1535-9476 .- 1535-9484. ; 4:12, s. 1920-1932
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Tidskriftsartikel (refereegranskat)abstract
- Antibody-based proteomics provides a powerful approach for the functional study of the human proteome involving the systematic generation of protein-specific affinity reagents. We used this strategy to construct a comprehensive, antibody-based protein atlas for expression and localization profiles in 48 normal human tissues and 20 different cancers. Here we report a new publicly available database containing, in the first version, similar to 400,000 high resolution images corresponding to more than 700 antibodies toward human proteins. Each image has been annotated by a certified pathologist to provide a knowledge base for functional studies and to allow queries about protein profiles in normal and disease tissues. Our results suggest it should be possible to extend this analysis to the majority of all human proteins thus providing a valuable tool for medical and biological research.
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| 2. |
- Alexanderson, Ola, et al.
(författare)
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Larning Arena(s)
- 2001
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Konferensbidrag (refereegranskat)
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| 3. |
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| 4. |
- Asplund, Carl-Johan, et al.
(författare)
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Bridging multiple disciplines through the use of one business case
- 2004
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Ingår i: International conference on education and information systems: Technologies and Applications, Proceedings –Education/Training and Informatikon. - 9806560116 ; 3, s. 330-334
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Konferensbidrag (refereegranskat)abstract
- By developing one overall case for a course or several courses in an academic program, different learning challenges from multiple disciplines can be addressed in order to enhance the total learning goal, To achieve a learning goal, a generic case must be designed to bridge together the different disciplines in a systematic way, The important challenge is to design the case which in its content as well as format addresses the goals of the course and eventually also the objectives of the program as a whole. This design is seen as an overall learning experience which simultaneously encompasses three aspects. The learning experience must start with an understanding of student knowledge levels of the different disciplines, The faculty of the disciplines must articulate what kind of learning goals they would like to achieve with the different courses. The case should address the objective(s) of the course both in its content and working formats. Only when the three areas of student learning, faculty learning, and subject are intertwined together will the best learning arena be created.
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| 6. |
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| 7. |
- Asplund, Carl-Johan, et al.
(författare)
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Co-producing knowledge with industry
- 2009
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Ingår i: Proceedings 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar.
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Konferensbidrag (refereegranskat)
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| 8. |
- Asplund, Carl-Johan, et al.
(författare)
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Designing multidiscipline cases
- 2006
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Ingår i: International Journal of Case Method Research & Application. - 1554-7752. ; XVIII:3, s. 288-294
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Tidskriftsartikel (refereegranskat)abstract
- By developing one overall multidiscipline case for one or several courses in an academic program, different learning challenges from multiple disciplines can be addressed in order to enhance the total learning goal. To achieve a learning goal, a generic case could be designed to bridge different disciplines in a systematic way. The important challenge is to design the case, which in its content as well as format, addresses the goals of the course and eventually also the objectives of the program as a whole. This paper addresses how to design such an overall multidiscipline case. Six design dimensions are identified to use when designing, producing, testing, and using a case of any type. The design is seen as an overall learning experience, which simultaneously encompasses three aspects. First, the learning experience must start with an understanding of student knowledge levels in the different disciplines. Second, the faculty of the disciplines must articulate what kind of learning goals they would like to achieve with the different courses. Third, the case should address the objective(s) of the course both in its content and working (i.e. pedagogical) formats. Only when the three areas of student learning, faculty learning, and subject are intertwined, will the best learning arena be created. A generic case could be a valuable tool in supporting more holistic and reflective learning.
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