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- Lindberg, Ola J., 1966-, et al.
(författare)
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Researching school practices with a complementary and symmetrical approach : the case of remote teaching in the rural north of Sweden
- 2020
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Ingår i: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 235-241
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Tidskriftsartikel (refereegranskat)abstract
- This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.
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| 5. |
- Salomonsson, Linda, 1975, et al.
(författare)
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Oxidised LDL decreases VEGFR-1 expression in human monocyte-derived macrophages.
- 2003
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Ingår i: Atherosclerosis. - 0021-9150. ; 169:2, s. 259-67
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Tidskriftsartikel (refereegranskat)abstract
- Monocyte infiltration followed by differentiation into macrophages and accumulation of oxidised LDL (oxLDL) comprise early stages of atherosclerosis. Vascular endothelial growth factor (VEGF), which is upregulated by oxLDL, may contribute to atherogenesis through monocyte recruitment, increased vascular permeability and promotion of intraplaque vessels. The VEGF receptor-1 (VEGFR-1/Flt-1) mediates monocyte migration towards VEGF and regulates the levels of available VEGF through ligand-entrapment. In this study we investigated the effect of oxLDL on VEGFR-1 expression in human monocyte-derived macrophages. mRNA expression was estimated using RT-PCR, protein secretion was measured with ELISA and the amount of membrane-bound VEGFR-1 was analysed using flow cytometry analysis. Binding of transcription factors to the promoter was studied with EMSA. Incubation with oxLDL decreased VEGFR-1 mRNA expression in a time- and dose-dependent manner, followed by a subsequent decrease in protein secretion of VEGFR-1 and a reduction of the amount of receptor expressed on the cell surface. Furthermore, the PPARgamma agonists 9-hydroxy-(S)-10,12-octadecadienoic acid (9-HODE) and darglitazone also decreased VEGFR-1 mRNA expression. Incubation of macrophages with oxLDL or 9-HODE decreased binding of the transcription factor AP-1 (c-jun/ATF-2) to the VEGFR-1 promoter. Together, these data suggest that oxLDL decreases VEGFR-1 expression in macrophages, probably through a PPARgamma-dependent reduction in the AP-1 transcriptional activity. This implies that oxLDL has effects on the biological availability of VEGF, besides its direct effect on VEGF expression.
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| 7. |
- Adielsson, Anna, et al.
(författare)
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Outcome prediction for patients assessed by the medical emergency team : a retrospective cohort study
- 2022
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Ingår i: BMC Emergency Medicine. - : Springer Science and Business Media LLC. - 1471-227X. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Medical emergency teams (METs) have been implemented to reduce hospital mortality by the early recognition and treatment of potentially life-threatening conditions. The objective of this study was to establish a clinically useful association between clinical variables and mortality risk, among patients assessed by the MET, and further to design an easy-to-use risk score for the prediction of death within 30 days.Methods: Observational retrospective register study in a tertiary university hospital in Sweden, comprising 2,601 patients, assessed by the MET from 2010 to 2015. Patient registry data at the time of MET assessment was analysed from an epidemiological perspective, using univariable and multivariable analyses with death within 30 days as the outcome variable. Predictors of outcome were defined from age, gender, type of ward for admittance, previous medical history, acute medical condition, vital parameters and laboratory biomarkers. Identified factors independently associated with mortality were then used to develop a prognostic risk score for mortality.Results: The overall 30-day mortality was high (29.0%). We identified thirteen factors independently associated with 30-day mortality concerning; age, type of ward for admittance, vital parameters, laboratory biomarkers, previous medical history and acute medical condition. A MET risk score for mortality based on the impact of these individual thirteen factors in the model yielded a median (range) AUC of 0.780 (0.774-0.785) with good calibration. When corrected for optimism by internal validation, the score yielded a median (range) AUC of 0.768 (0.762-0.773).Conclusions: Among clinical variables available at the time of MET assessment, thirteen factors were found to be independently associated with 30-day mortality. By applying a simple risk scoring system based on these individual factors, patients at higher risk of dying within 30 days after the MET assessment may be identified and treated earlier in the process.
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- Ahl, Linda Marie, 1970-
(författare)
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Individualized Mathematics Instruction for Adults : The Prison Education Context
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Individualized instruction tailors content, instructional technology, and pace to the abilities and interests of each student. Carrying out individualized instruction for adults returning to mathematics after some years away from schooling entail special challenges. Adults have, to a greater extent than children and adolescents, various prior knowledge from former schooling. Their rationales for learning mathematics differ from children and adolescents. The main triggers for adults to study mathematics are to get qualification for further studies; to prove that they can succeed in a subject where they have previously experienced failure; to help their children and to experience understanding and enjoyment. Adults also struggle with negative affective feelings against mathematics as a subject and with mathematics anxiety to a greater extent than children and adolescent learners. Much is known about the special challenges in teaching adults but less is known of how to adapt this knowledge into teaching practice. This thesis addresses the aim of how to organize individual mathematics instruction for adult students without an upper secondary diploma, so that they are given opportunities to succeed with their studies and reach their individual goals. In the context of the Swedish prison education program four case studies were conducted to address the aim. The methods used were: development and evaluation of a student test of prior knowledge on proportional reasoning combined with clinical interviews; interviews focusing on a student’s rationales for learning; a retrospective analysis of events in relation to feedback situations; an analysis of a common student error in relation to the role of language representation as a signifier for triggering students’ schemes.The results showed, first, that the test together with the clinical interview elicited students’ prior knowledge on proportional reasoning well and that different students could be classified in qualitatively different ways. Second, that the theoretical construct of instrumental- and social rationales for learning was useful for understanding a student’s initial and changing motivation in relation to the teaching and to the practice of mathematics the teaching entails. Third, that a delay between written and oral feedback worked as a mechanism that gave the receiver time and space to reflect on the feedback, which led to circumventing situations where the student ended up in affect that hindered him from receiving the teacher’s message. Forth, that a linguistic representation in the problem formulation led to a common error, triggering two separate schemes. As a result of the analysis, a theoretical extension of Vergnaud’s theory was suggested by detailing the relationship between schemes and semiotics.The results are transformed into a model for individualized mathematics instruction of adults, MIMIA, in the Swedish prison education program. MIMIA consist of a flowchart for using practical- and thinking tools for individualizing instruction. The practical tools are used to elicit students’ prior knowledge and organize feedback situations for adults with negative affective feelings towards mathematics. The thinking tools are used to understand and classify adult students’ rationales for learning and to analyze students’ solution schemes in relation to language representations in the problem statements.
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| 10. |
- Alamaa, Linda, et al.
(författare)
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De reaktionära
- 2023
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Ingår i: Fronesis. ; :76-77, s. 8-16
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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