| 1. |
- af Geijerstam, Agnes, et al.
(författare)
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Fitness, strength and severity of COVID-19: a prospective register study of 1 559 187 Swedish conscripts
- 2021
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Ingår i: BMJ Open. - : BMJ. - 2044-6055. ; 11:7
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Tidskriftsartikel (refereegranskat)abstract
- Objective To investigate the possible connection between cardiorespiratory fitness (CRF) and muscle strength in early adulthood and severity of COVID-19 later in life. Design Prospective registry-based cohort study. Participants 1 559 187 Swedish men, undergoing military conscription between 1968 and 2005 at a mean age of 18.3 (SD 0.73) years. Main outcome measures Hospitalisation, intensive care or death due to COVID-19 from March to September 2020, in relation to CRF and muscle strength. Results High CRF in late adolescence and early adulthood had a protective association with severe COVID-19 later in life with OR (95% CI) 0.76 (0.67 to 0.85) for hospitalisation (n=2 006), 0.61 (0.48 to 0.78) for intensive care (n=445) and 0.56 (0.37 to 0.85) for mortality (n=149), compared with the lowest category of CRF. The association remains unchanged when controlled for body mass index (BMI), blood pressure, chronic diseases and parental education level at baseline, and incident cardiovascular disease before 2020. Moreover, lower muscle strength in late adolescence showed a linear association with a higher risk of all three outcomes when controlled for BMI and height. Conclusions Physical fitness at a young age is associated with severity of COVID-19 many years later. This underscores the necessity to increase the general physical fitness of the population to offer protection against future viral pandemics.
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| 2. |
- Ahlstrand, Pernilla, et al.
(författare)
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Learning Study as a way to inquire the meaning of knowing what is to be known : The meaning of knowing how to move in specific ways
- 2013
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Ingår i: WALS - World Association of Lesson Studies, International conference 2013: Lesson and Learning Study as teacher research, 5-9 september. ; , s. 82-82
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Learning Study inquires teaching and learning in relation to a specific object of learning. The meaning of knowing the specific object of learning is specified in the research process – in the planning and analysis of the pre-test as well as in designing and analysis of research lessons. In this symposium the focus will be on different aspects of the knowledge generation in a Learning Study concerning the meaning of knowing what is expected to be known. By inquiring teaching and learning of a specific content our knowledge regarding that content will be differentiated and deepened. The meaning of knowing a specific object of learning is a dynamic knowledge object – depending on the specific group of students in interaction with a specific content. Each new group of students will make it possible to discern new aspects of the learning object. By analyzing student difficulties as well as interactions in the classroom new aspects of the learning object will be discerned. In the symposium four different Learning Studies from different school subjects will be presented. The meaning of knowing will be explored and discussed from different angles – from the perspective of the learners (in the pre-tests) and the teachers (in the teacher discussions) as well as from how it is constituted in the classroom interaction (documented in the videos from the research lessons).Chair: Ingrid CarlgrenDiscussant: Ference Marton Contributions:Pernilla Ahlstrand – Learning Study as a way to inquire about progress in acting and presence on stage.Theatre is a subject in upper secondary school in Sweden as part of the national aesthetic program. The new kind of syllabus is organized in relation to content areas as well as subject specific capabilities for the students to develop. The syllabus also includes criteria for the assessment of students’ capabilities – to be used when giving marks to the students and working with formative assessment or assessment for learning (Black & Wiliam, 1998, Gipps 1995. The criteria are expressed in general, non-subject specific terms. This is for example formulated as the difference between a simple and complex way of being able to express something in the theatre syllabus. In my research I investigate how learning study as a research approach and phenomenography as a method of analyzing pretests can be used as another and deepened way to describe different levels of knowing in relation to the national criteria.Theatre knowledge and the way knowledge is transferred is in previous research to a great extent described as tacit (Lagerström 2005, Järleby 2003, Johansson 2012). This gives theatre teachers even further challenges, trying to formulate what is described as tacit knowing (Polanyi 1958/1998 &1967/2009, Johannessen 1988, 1999, 2002, Janik 1995, 1996, Schön 1983).The capability of being present was found suitable as an object of learning, as it is something that teachers have experienced difficulties with when teaching and instructing. Presence is a core quality in acting and it is one of the criteria teachers agree on being of great importance when assessing a student but in what way can the knowing of the capability of being present be described?It will be discussed whether an outcome space (in relation to filmed material) can be a way to develop teachers and students understanding of the meaning of knowing as a help to work with assessment for learning. Eva Björkholm - The meaning of knowing how to construct a linkage mechanism. Discerning aspects of the object of learning by analyzing classroom interactions This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit.The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified. Jenny Frohagen – The meaning of knowing how to make expressions in artifacts: generating knowledge through designing lesson tasks The school subject sloyd derives from a practical knowledge tradition which covers knowing in craft and art (Mäkelä, 2011; Hasselskog, 2010; Borg, 2001). However, sloyd teachers express difficulties when trying to explain and deal with aesthetic aspects when teaching sloyd (Fransson, 2010; Borg, 2007). There has been a tendency of trivializing the subject content into a shallow form of craft knowledge understood as ‘merely’ working with traditional craft techniques (Borg, 2008; Skolverket, 2005). There is a need to articulate the aesthetical features of knowing in sloyd. In my contribution I will present results from a Learning Study in sloyd focusing on the knowing of interpreting symbolic expressions in sloyd artefacts.In my presentation I will focus on how the iterative process of designing (short) lesson tasks given to the students during the research lessons and also in pre- and post-tests in each cycle, can be a way of understanding the object of learning. Since explicit tests of the students knowing are rarely found in sloyd education, conducting Learning Studies in sloyd can be a meaningful way of developing subject specific tasks. In this Learning Study different designs of tasks has been explored during the process as a way to inquire the knowing of interpreting symbolic expressions in sloyd artefacts. The results from this study show how the articulation of an object of learning in sloyd can be specified and validated throughout the process of designing and carrying out subject specific tests and lesson tasks. Depending on how the object of learning was articulated, the tasks/tests changed focus and the meaning of the knowing differed. By analyzing the students learning outcomes and redesigning the pre- and post-test in a Learning study as well as the given lesson tasks, new aspects of the learning object can be discerned. Gunn Nyberg – The meaning of knowing how to move in specific ways: embodied understanding as somatic graspingThe subject physical education has a tradition of being a ‘practical’ subject. However, practical forms of knowing such as for example bodily awareness and capability to move (e.g. jumping, running or dancing) do not, neither for teachers nor pupils, seem to be a main issue of learning in PE (Tinning, 2010; Redelius et al, 2009,). The knowing involved in moving is not easily articulated and may, according to Polanyi (1954), “often result in explaining away quite genuine practices or experiences” (p. 385). The aim of this study is to explore and articulate the meaning of knowing how to move in a specific way exemplified through a movement called ‘house hop’.The study takes as it’s starting point an epistemological perspective on capability to move corresponding with Ryle’s (1949) “knowing how”, not separating mental and physical skills. Accordingly, a phenomenographic analysis of students’ experiencing of the learning object (‘house hop’) have been used. The paper draws mainly on data from video recordings of the pre-test and transcripts of two video recorded lessons from a Learning Study in upper secondary school. The findings show the meaning of knowing house hop as different ways of knowing the movement as well as several aspects to discern in order to know the movement in a powerful way.This presentation will focus on how students’ experiencing of a movement are expressed in their way of moving. Taking this as a starting point when teaching and learning movements can contribute to an approach to capability to move as comprising mental and physical processes as one process. Conceiving the knowing involved in ‘house hopping’ (as well as other ways of moving) this way could also contribute to a discussion concerning subject specific knowledge in PE and particularly it’s ‘practical’ dimension.
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| 3. |
- Barucca, G., et al.
(författare)
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The potential of Λ and Ξ- studies with PANDA at FAIR
- 2021
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Ingår i: European Physical Journal A. - : Springer Nature. - 1434-6001 .- 1434-601X. ; 57:4
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Tidskriftsartikel (refereegranskat)abstract
- The antiproton experiment PANDA at FAIR is designed to bring hadron physics to a new level in terms of scope, precision and accuracy. In this work, its unique capability for studies of hyperons is outlined. We discuss ground-state hyperons as diagnostic tools to study non-perturbative aspects of the strong interaction, and fundamental symmetries. New simulation studies have been carried out for two benchmark hyperon-antihyperon production channels: p¯ p→ Λ¯ Λ and p¯ p→ Ξ¯ +Ξ-. The results, presented in detail in this paper, show that hyperon-antihyperon pairs from these reactions can be exclusively reconstructed with high efficiency and very low background contamination. In addition, the polarisation and spin correlations have been studied, exploiting the weak, self-analysing decay of hyperons and antihyperons. Two independent approaches to the finite efficiency have been applied and evaluated: one standard multidimensional efficiency correction approach, and one efficiency independent approach. The applicability of the latter was thoroughly evaluated for all channels, beam momenta and observables. The standard method yields good results in all cases, and shows that spin observables can be studied with high precision and accuracy already in the first phase of data taking with PANDA.
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| 4. |
- Bignert, Anders, et al.
(författare)
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Övervakning av metaller och organiska miljögifter i marin biota, 2011
- 2011
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The environmental toxicants examined in this report can be classified into five groups –heavy metals, chlorinated compounds, brominated flame retardants, polyaromatichydrocarbons and perfluorinated compounds. Each of these contaminants has beenexamined from various sites for up to six different fish species, in blue mussels, and inguillemot eggs, for varying lengths of time. The following summary examines overalltrends, spatial and temporal, for the five groups.Condition and Fat ContentCondition and fat content in different species tended to follow the same pattern at the samesites, with a few exceptions. Most of the fish species generally displayed a decreasing trendin both condition and fat content at most sites examined. Exceptions to this were increasesin fat content seen in herring (the last ten years) and cod at Fladen; an increase in conditionfor herring at Ängskärsklubb in spring; and in perch, a decrease in fat content atKvädöfjärden but no trend in condition for the same site.Heavy MetalsDue to a change in methods for metal analysis (not Hg) in 2004, values between 2003 and2007 should be interpreted with care. From 2009 metals are analyzed at ITM, Stockholmuniversity.The longer time series in guillemot egg and spring-caught herring from the southernBothnian Sea and southern Baltic Proper show significant decreases of mercury. Theherring site in the southern Bothnain Sea indicates a local Hg-source. The rest of the timeseries show varying concentrations over the study period, and even increasing trends in e.g.cod muscle and blue mussels, but the concentrations are fairly low compared to measuredconcentrations in perch from fresh water and coastal sites. However, in most cases, theseconcentrations are above the newly suggested EU-target level of 20 ng/g wet weight.Lead is generally decreasing over the study period (in time series of sufficient length),supposedly due to the elimination of lead in gasoline. Elevated lead concentrations between2003 and 2007 (e.g. Harufjärden) should be viewed with caution (see above regardingchange in analysis methods).Cadmium concentrations show varying non-linear trends over the monitored period. It isworth noting that despite several measures taken to reduce discharges of cadmium,generally the most recent concentrations are similar to concentrations measured 30 yearsago in the longer time series.The reported nickel concentrations show no consistent decreasing trends. Some series beginwith two elevated values that exert a strong leverage effect on the regression line and maygive a false impression of decreasing trends. Chromium generally shows decreasing trends,possibly explained by a shift in analytical method. The essential trace metals, copper andzinc, show no consistent trends during the monitored period.
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| 6. |
- Brolin, Erika, et al.
(författare)
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The mRNA expression of insulin-like growth factor-1 (Igf1) is decreased in the rat frontal cortex following gamma-hydroxybutyrate (GHB) administration
- 2017
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Ingår i: Neuroscience Letters. - : Elsevier BV. - 0304-3940 .- 1872-7972. ; 646, s. 15-20
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, growth hormone (GH), together with its secondary mediators insulin-like growth factor-1 (IGF-1) and insulin-like growth factor-2 (IGF-2), have been highlighted for their beneficial effects in the central nervous system (CNS), in particular as cognitive enhancers. Cognitive processes, such as learning and memory, are known to be impaired in individuals suffering from substance abuse. In the present study, we investigated the effect of gamma-hydroxybuturate (GHB), an illicit drug used for its sedating and euphoric properties, on genes associated with the somatotrophic axis in regions of the brain important for cognitive function. Sprague Dawley rats (n =36) were divided into three groups and administered either saline, GHB 50 mg/kg or GHB 300 mg/kg orally for seven days. The levels of Ghr, Igf1 and Igf2 gene transcripts were analyzed using qPCR in brain regions involved in cognition and dependence. The levels of IGF-1 in blood plasma were also determined using ELISA. The results demonstrated a significant down-regulation of Igf1 mRNA expression in the frontal cortex in high-dose treated rats. Moreover, a significant correlation between Igf1 and Ghr mRNA expression was found in the hippocampus, the frontal cortex, and the caudate putamen, indicating local regulation of the GH/IGF-1 axis. To summarize, the current study concludes that chronic GHB treatment influences gene expression of Ghr and Igf1 in brain regions involved in cognitive function.
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| 7. |
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| 8. |
- Christenson, Nina, 1975-
(författare)
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Knowledge, Value and Personal experience : Upper secondary students' resources of supporting reasons when arguing socioscientific issues
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on upper secondary students’ use of resources in their supporting reasons when arguing socioscientific issues (SSIs). The skills of argumentation have been emphasized in science education during the past decades and SSIs are proven a good context for learners to enhance skills of argumentation and achieve the goal of scientific literacy. Research has shown that supporting reasons from various resources are embedded in students’ argumentation on SSIs, and also that multi-perspective involvement in reasoning is important for the quality of argumentation. To explore the reasons used by students in arguing about SSIs in this thesis, the SEE-SEP model was adopted as an analytical framework. The SEE-SEP model covers the six subject areas of sociology/culture, economy, environment/ecology, science, ethics/morality and policy, which are connected to the three aspects of knowledge, value and personal experience. Two studies covering four SSIs (global warming, GMO, nuclear power and consumption) explore how students construct arguments on one SSI topic chosen by them. In paper I, I investigated students’ use of resources in their informal argumentation and to what extent students made use of knowledge. The results showed that students used value to a larger extent (67%) than knowledge (27%). I also found that the distribution of supporting reasons generated by students varied from the different SSIs. In paper II, I explored students’ use of resources in relation to students’ study background (science majors and social-science majors) and gender. The results showed that social-science majors and females generated more numbers of reasons and also showed a larger amount of multi-disciplinary resources in their supporting reasons. From the findings of this thesis, the SEE-SEP model was established as a suitable model used to analyze students’ resources of supporting reasons while arguing about SSIs. Furthermore, the potential for applying the SEE-SEP model in teachers’ SSI-teaching and students’ SSI-learning is suggested. The implications to research and teaching are also discussed.
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