| 1. |
- Björkgren, Mårten, et al.
(författare)
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En komparativ förståelse av ämnesdidaktiska prepositioner
- 2019
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2019:3, s. 45-72
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Tidskriftsartikel (refereegranskat)abstract
- The national curricular guidelines for basic education and upper secondary school require teachers to have a readiness to teach and cooperate in accordance with a holistic multidisciplinary principle. The teacher education programmes in Finland are challenged to develop research-based knowledge about learning processes in holistic multidisciplinary teaching concerning both theory and practice. In this article, focus is put on comparisons between the subject-didactic perspectives of Art, Religion, History, and Social Studies. Referring to Lindström, the prepositions about, in, with and through are used as a point of departure for the aesthetic fields. The comparison is based on the prepositional perspective and particularly focusses on the understanding of the didactic emphases and ambitions. The subject-comparative reflection between similarities and differences is based on a socio-cultural view of learning, and the perspectives qualification, socialisation and subjectification by Giert Biesta. The article contributes to a consciousness about meaningful subject-didactic prerequisites for holistic multidisciplinary cooperation.
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| 2. |
- Ceballos, Eva, et al.
(författare)
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c-Myc antagonizes the effect of p53 on apoptosis and p21WAF1 transactivation in K562 leukemia cells
- 2000
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Ingår i: Oncogene. - : Springer Science and Business Media LLC. - 0950-9232 .- 1476-5594. ; 19, s. 2194-2204
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Tidskriftsartikel (refereegranskat)abstract
- c-myc protooncogene positively regulates cell proliferation and overexpression of c-myc is found in many solid tumors and leukemias. In the present study we used the K562 human myeloid leukemia cell line as a model to study the functional interaction between c-Myc and p53. Using two different methods, we generated K562 transfectant cell lines with conditional expression of either c-Myc or p53. The cells expressed the p53Vall35 mutant, which adopts a wild-type conformation at 32 degrees C, while c-Myc induction was achieved with a zinc-inducible expression vector. We found that p53 in wild-type conformation induces growth arrest and apoptosis of K562. Expression of c-Myc significantly attenuated apoptosis and impaired the transcriptional activity of p53 on p21WAF1, Bax and cytomegalovirus promoters. The impairment of p21WAF1 transactivation by c-Myc was confirmed by transfection of a c-Myc-estrogen receptor fusion protein and by induction of c-myc by zinc in transfected cells. Also, p53-mediated up-regulation of p21WAF1 mRNA protein were significantly reduced by c-Myc, while Bax levels were unaffected. Consistently, c-Myc increased cyclin-dependent kinase 2 activity in K562 cells expressing p53 in wild-type conformation. These results suggest that c-Myc overexpression may antagonize the pro-apoptotic function of p53, thus providing a molecular mechanism for the frequently observed deregulation of c-myc in human cancer.
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| 6. |
- Ehinger, Mats, et al.
(författare)
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Involvement of the tumor suppressor gene p53 in tumor necrosis factor-induced differentiation of the leukemic cell line K562
- 1995
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Ingår i: Cell Growth and Differentiation. - 1044-9523. ; 6:1, s. 9-17
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Tidskriftsartikel (refereegranskat)abstract
- The cDNA of the human wild-type p53 tumor suppressor gene was constitutively overexpressed in the leukemic cell line K562 (which lacks detectable amounts of p53 protein) in order to investigate the consequences for growth and differentiation. Several stable clones were established by transfection of the expression vector pc53SN3. Expression of p53 protein was characterized by biosynthetic labeling and immunoprecipitation with the monoclonal antibodies pAb 1801 (reacting with wild-type and mutant human p53), pAb 240 (reacting with mutant human p53) and pAb 1620 (reacting with wild-type human p53). All clones which were 1801+, 240-, 1620- or 1801+, 240-, 1620+ were defined as "wild-type-like p53-expressing" clones. Our results show that expression of p53 protein is compatible with continuous proliferation of K562 cells. The growth characteristics of wild-type-like p53-expressing clones did not differ from that of control clones. However, the former were more sensitive than p53-negative control clones to growth inhibition by tumor necrosis factor (TNF), a cytokine with a potential role in growth and differentiation of myeloid leukemic cells. In addition, a 2- to 4-fold increase of the amount of hemoglobin, a marker of erythroid differentiation, was observed when wild-type-like p53 protein-expressing clones were incubated with TNF. This suggests that differentiation is the mechanism responsible for the increased TNF sensitivity of these clones. Our results support a role for p53 in mediating growth inhibitory and differentiation inducing signals by TNF.
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| 9. |
- Gullberg, Annica, et al.
(författare)
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Lärarstudenters uppfattning om elevers begrepp om gas
- 2007
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Ingår i: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv. - Kristianstad : Kristianstad University Press. - 9197396443 ; , s. 133-142
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Gullberg, Annica, et al.
(författare)
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Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics
- 2008
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 31:3, s. 257-278
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Tidskriftsartikel (refereegranskat)abstract
- Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied 'The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education.
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