| 1. |
- Johansson, Anna L., V, et al.
(författare)
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Were cancer patients worse off than the general population during the COVID-19 pandemic? : A population-based study from Norway, Denmark and Iceland during the pre-vaccination era
- 2023
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Ingår i: The Lancet Regional Health. - : Elsevier. - 2666-7762. ; 31
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Tidskriftsartikel (refereegranskat)abstract
- Background In a population-based setting, we investigated the risks of testing positive for SARS-CoV-2 and developing severe COVID-19 outcomes among cancer patients compared with the general population.Methods In nationwide cohorts, we identified all individuals in Norway, Denmark and Iceland who tested positive for SARS-CoV-2 or had a severe COVID-19 outcome (hospitalisation, intensive care, and death) from March until December 2020, using data from national health registries. We estimated standardised incidence ratios (SIRs) with 95% confidence intervals (CIs) comparing cancer patients with the general population.Findings During the first wave of the pandemic, cancer patients in Norway and Denmark had higher risks of testing SARS-CoV-2 positive compared to the general population. Throughout 2020, recently treated cancer patients were more likely to test SARS-CoV-2 positive. In Iceland, cancer patients experienced no increased risk of testing positive. The risk of COVID-19-related hospitalisation was higher among cancer patients diagnosed within one year of hospitalisation (Norway: SIR = 2.43, 95% CI 1.89-3.09; Denmark: 2.23, 1.96-2.54) and within five years (Norway: 1.58, 1.35-1.83; Denmark: 1.54, 1.42-1.66). Risks were higher in recently treated cancer patients and in those diagnosed with haematologic malignancies, colorectal or lung cancer. Risks of COVID-19-related intensive care and death were higher among cancer patients. Interpretation Cancer patients were at increased risk of testing positive for SARS-CoV-2 during the first pandemic wave when testing availability was limited, while relative risks of severe COVID-19 outcomes remained increased in cancer patients throughout 2020. Recent cancer treatment and haematologic malignancy were the strongest risk factors.
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| 2. |
- Wiberg, Anna, et al.
(författare)
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Characterization of human organ donors testing positive for type 1 diabetes-associated autoantibodies
- 2015
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Ingår i: Clinical and Experimental Immunology. - : Oxford University Press (OUP). - 0009-9104 .- 1365-2249. ; 182:3, s. 278-288
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Tidskriftsartikel (refereegranskat)abstract
- In this study we aim to describe the characteristics of non-diabetic organ donors with circulating diabetes-associated autoantibodies collected within the Nordic Network for Islet Transplantation. One thousand and thirty organ donors have been screened in Uppsala for antibodies against glutamic acid decarboxylase (GADA) and islet antigen-2 (IA-2A). The 32 non-diabetic donors that tested positive for GADA (33% of all non-diabetic donors) were studied in more detail, together with 32 matched controls. Mean age among the autoantibody-positive donors was 526 (range 21-74), family history of type 1 diabetes (T1D) was unknown, and no donor was genetically predisposed for T1D regarding the human leucocyte antigen (HLA) locus. Subjects were analysed for islet cell antibodies (ICA), insulin autoantibodies (IAA) and zinc transporter 8 antibodies (ZnT8A), and pancreas morphology and clinical data were examined. Eight non-diabetic donors tested positive for two antibodies and one donor tested positive for four antibodies. No insulitis or other signs of a diabetic process were found in any of the donors. While inflammatory cells were present in all donors, subjects with high GADA titres had significantly higher CD45 cell numbers in exocrine tissue than controls. The extent of fibrosis was more pronounced in autoantibody-positive donors, even in subjects with lower GADA titres. Notably, it is possible that events not related directly to T1D (e.g. subclinical pancreatitis) may induce autoantibodies in some cases.
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| 3. |
- Bohman, Anna, 1975-
(författare)
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Framing the water and sanitation challenge : A history of urban water supply and sanitation in Ghana 1909 - 2005
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis analyses the development of urban water supply and sanitation services in Ghana from 1909 to 2005. Special focus is put on institutional arrangements with regard to networked, large scale and centrally managed water and sewerage services. The national and international historical context is highlighted as a way to understand policy redirections in the sector. Further on, the concept of frames is used as an analytical tool in order to put light on the assumptions, arguments and reasons behind institutional reforms. The thesis finds that it was not until the water and sanitation challenge was framed from a productivity perspective, as opposed to a pure humanitarian “health frame”, that funds were released for investments in WSS infrastructure. To begin with, development strategies were largely focussed on “filling the gaps” in terms of manpower, technical and financial resources. As the water challenge was increasingly framed as a matter of managing scarcity, a new thinking gradually emerged which emphasized entrepreneurship, business mindedness and management skills as a way to achieve more efficiency within the sector. This development was also paralleled by a shift in the favoured organisational structure from an extremely centralised state utility model to a gradual focus on decentralisation and unbundling of the sector. Here a strong focus was put on private sector participation in urban water supply whereas the non-commercially viable task of sewerage development was decentralised to local authorities. The study finds that formal institutional change in the sector has been largely donor driven. However, the privatisation element of the recent urban water sector reform did not go unquestioned and a strong opposition movement concerned with the possible negative effects of privatisation was formed. Eventually the initial lease arrangement was transformed into a management contract where its signing was brought to closure in 2005. Besides changing frames strong elements of continuity in the urban water supply and sanitation sector development in Ghana are identified. Historical evidence demonstrate that urban water delivery was a highly political issue in Ghana already during colonial times which, just as today, was closely connected to the framing of water as independence and national integrity. The issue of finance and pricing has remained a constant concern and so the debate cannot be categorized as a novel issue that solely emanates from neo-liberal political trends during the 1980’s and 1990’s. The thesis argues that a legacy of a colonial frame tends to continue normalising inequalities in access and consumption. Continuity can also be found in a neglect of the issue of sanitation which persistently lags behind the development of water distribution. The dissertation concludes that the perceived space for policy alternatives in Ghanaian WSS sector development has been largely constrained by the historical context and contemporary development theories. Therefore, to constantly strive towards a frame reflective policy dialogue is strongly encouraged as a way for policy planners and decision makers to make well informed decisions for the future.
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| 4. |
- Bohman, Anna, 1975-
(författare)
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Framing the Water Challenge : Multilateral donor policies for water supply and sanitation 1960-2005
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Opinions on what is best way to provide more people in low income countries with adequate water and sanitation services have changed over time. A recent policy paradigm suggests that private companies should be involved in WSS service provision to improve the situation for those in need. This study looks at how issues of water supply and sanitation (WSS) have been confronted by the international donor community and how strategies to improve performance in this sector have changed from the early 1970’s up until today. The evolution of ideas and strategies are linked to overall development policies in order to better understand the forces that have shaped policy redirections in the sector. In addition, the case study of Ghana gives a preliminary picture of how donor policies have been played out in a national context. The concept of problem frames is used as an analytical tool in order to highlight how ideas change and replace each other but also to illustrate how problem frames are becoming more inclusive as new knowledge and experiences are gained. The study finds that while hardware knowledge such as engineering skills were put at the forefront to begin with, software matters such as capacity building and appropriate management of the sector gained increased attention with time. As the water challenge becomes increasingly framed as a matter of managing scarcity, the economic value of water is emphasized and private sector participation is promoted on a larger scale. With time the cross sectoral nature of the WSS issue gains increased attention as its overall impact on poverty reduction and environmental sustainability is emphasized. This holistic approach also contributes to an increased emphasis on sanitation as important to sustainable WSS systems and services. The case study of Ghana shows that all in all, institutional change within the Ghanaian WSS sector during the post independence era, mirror international policy trends. Power is moving out from the state in different directions and responsibilities are gradually hived off from the central organization to local authorities or other agencies working on specific issues. Subsidies on water tariffs are abolished and at the end of the period the private sector is also invited to act in the sector. However, recent trends indicate that as democracy deepens and civil society is growing stronger this also effects policy development in the Ghanaian WSS sector.
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| 7. |
- Christiansen, Iben, et al.
(författare)
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Crosscurrents of Swedish Mathematics Teacher Education
- 2021
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Ingår i: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers.
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| 8. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The crosscurrents of Swedish mathematics teacher education
- 2021
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Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
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Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
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| 9. |
- de Ron, Anette, 1966-
(författare)
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Problemlösning i matematikdidaktik och lärarutbildning : Ett mångdisciplinärt utforskande och affirmativ kritik
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis in mathematics education is to produce knowledge about problem-solving as a broad and complex phenomenon in mathematics teacher education, historically and in the present. With a multidisciplinary approach and affirmative critique, possible new understandings of the phenomenon are investigated, extended and transformed in three sub-studies and two chapters in the wrapping. The thesis builds on previous research on teacher education but seeks to contribute to a multidimensional understanding of the phenomenon of problem-solving. The first sub-study provides a configurative research review that offers a picture of the different relationships in which problem-solving is involved, and how different aspects of problem-solving are highlighted and become complementary. The second sub-study is a discourse analysis of historical texts on problem-solving where the data consists of texts written for and by teachers from the 1840s and onwards. The sub-study shows how discursive truths about problem-solving are formed and consolidated over time. The third sub-study brings attention to the materiality of problem-solving teaching, and highlights how mathematics teaching in secondary school, in the form of classroom observations, can be understood in a new materialist perspective. In addition, the thesis includes further analysis of problem-solving – presented in two chapters in the wrapping – and as a consequence the thesis may is designed as a hybrid between a compilation thesis and a monograph. In one of the chapters, previous research is traced diffractively with regard to the arguments put forward as to why problem-solving is important. In the other chapter, the results of the three sub-studies are read diffractively, through and with feminist new materialism. The thesis spans over several theoretical-methodological fields and takes the reader on a walk through the problem-solving landscape. The overall results show that problem-solving is a composed phenomenon that appears in different ways in different theoretical perspectives and methodological starting points, as well as in different times and spaces. To summarize, the thesis shows that 1) there is a need for teacher education to encourage pre-service teachers to acknowledge the multiplicity regarding both knowledge of problem-solving and the solving of problems, 2) teaching in teacher education can make visible, but also question, dualities such as thinking–acting, body–soul, rationality–emotions, woman–male in order to find other ways of understanding problem-solving, 3) when aspects of gender, inequality and other sociopolitical issues are addressed in mathematics education content in teacher education, problem-solving can be linked even more to a societal context, 4) the consideration and handling of emotions in relation to mathematics is significant as a knowledge in itself and contributes to a more composed understanding of problem-solving, and 5) new dimensions of problem-solving can emerge when the planning of mathematics teaching is based on a relational understanding of learning and supported by new materialist theory. The thesis contributes with new ways of thinking about problem-solving as a composed phenomenon, what it can entail and become, and provides suggestions for an expanded and 'respons-able' understanding of problem-solving that can contribute to further develop mathematics education in teacher education.
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