| 1. |
- Postmus, Iris, et al.
(författare)
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Pharmacogenetic meta-analysis of genome-wide association studies of LDL cholesterol response to statins.
- 2014
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Ingår i: Nature communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Statins effectively lower LDL cholesterol levels in large studies and the observed interindividual response variability may be partially explained by genetic variation. Here we perform a pharmacogenetic meta-analysis of genome-wide association studies (GWAS) in studies addressing the LDL cholesterol response to statins, including up to 18,596 statin-treated subjects. We validate the most promising signals in a further 22,318 statin recipients and identify two loci, SORT1/CELSR2/PSRC1 and SLCO1B1, not previously identified in GWAS. Moreover, we confirm the previously described associations with APOE and LPA. Our findings advance the understanding of the pharmacogenetic architecture of statin response.
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| 2. |
- Almahfali, Mohammed, et al.
(författare)
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Human Rights from an Islamic Perspective : A Critical Review of Arabic Peer-Reviewed Articles
- 2023
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Ingår i: Social Sciences. - : MDPI. - 2076-0760. ; 12:2
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Forskningsöversikt (refereegranskat)abstract
- The relationship between human rights and Islam is important in countries of the Arab world where religion plays a significant role in public debates and daily life. The topic is particularly relevant at a time of sharpening conflicts and polarization, when forms of government in the region, the current world order, and the legitimacy of international organizations are increasingly contested. Much of the scholarly work published in English on this topic draws on sources available in English. This review, therefore, aims to make a contribution to the field through analysis and discussion of academic papers published in Arabic. A search was made in Google Scholar in April 2022 which yielded 12 publications published in 2020 and 2021, after inclusion and exclusion criteria had been applied. These publications were analyzed drawing on the four framing categories. A summary is also given of the definitions, sources, and premises on which the arguments of the publications draw. The reviewed papers contrast the universal and divine foundation of Islamic human rights with the limitations of modern conceptualizations based on the Universal Declaration of Human Rights (UDHR). The latter is described as emanating from Western hegemonistic aspirations and as detached from moral and spiritual values. The papers consequently argue that human rights would be guaranteed globally by generalizing a system of governance based on Shari'a law and the ideal of the Rightly Guided Caliphs. Little attention is given to human rights abuses observed in Muslim societies, diverse interpretations of Islamic source texts, or concrete measures to improve human rights protections in practice. Importantly, the arguments presented in these papers tend to reinforce a contemporary discourse that frames conflicting visions on human rights as a 'clash of civilisations' between 'Islam' and 'the West'.
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| 3. |
- Arrueta, José Antonio, et al.
(författare)
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Education reform in Bolivia : Transitions toward which future?
- 2012
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Ingår i: Research in Comparative and International Education. - Oxford : SAGE Publications. - 1745-4999. ; 7:4, s. 419-433
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation.
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| 4. |
- Askerlund, Per, et al.
(författare)
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The Nordic forest garden : An educational opportunity for learning about ecological and emotional relationships between organisms
- 2014
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Ingår i: Education for sustainable development.
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Konferensbidrag (refereegranskat)abstract
- Ecosystem services as a perspective on ecological processes is highlighted in the new curriculum for Biology in years 4-9 in Sweden. The ecosystem service-approach implies an anthropocentric perspective in education and an unidirectional view on the purpose and value of other organisms than humans. This study is part of a larger project exploring an educational situation in which 27 seven to eight year-olds participate in creating mini-projects in a forest garden in order to strengthen ecosystem services such as pollination. A forest garden is an edible polyculture landscape with different layers of vegetation. The forest garden is designed to maximise the yield of useful plants while minimizing the input of energy and resources, human labor included (Crawford, 2009). While planning for and establishing a forest garden there is a need to adapt to specific local conditions. The ground must be prepared in a way that makes best use of the solar energy and waterflow through the area and the plants should be placed so that they promote each another. This demands reflection and knowledge about relationships between different kinds of plants but also about relationships between plants and animals. The aim of this substudy is to describe how the children perceive their own relationships to other organisms, as well as how they perceive the relationships between different other organisms. This is investigated in focus group interviews with seven to eight year-olds. Also field notes, video recordings and photos from the children's visits in the forest garden have been collected. The videos and photos have been used for stimulated re-call (Stough, 2001) in a second focus group interview. The data will be analyzed qualitatively (Patton, 2002). In addition to providing insights about the children's perceptions, the project will give examples of how a Nordic forest garden can be used in an educational context. Preliminary findings show cognitive/emotional/moral/ themes describing how children perceive relationships between organisms.
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| 5. |
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| 6. |
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| 7. |
- Avery, Helen
(författare)
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A Library and School Network in Sweden : Social Literacies and Popular Education
- 2017
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Ingår i: Teacher and Librarian Partnerships in Literacy Education in the 21st Century. - Rotterdam : Sense Publishers. - 9789463008976 - 9789463008983 - 9789463008990 ; , s. 45-62
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Bokkapitel (refereegranskat)abstract
- The topic of this article is the Commons, an integrated school and public library network in an urban multi-ethnic neighbourhood in southern Sweden. In 2011, the Commons network was awarded a national prize as the best school library in Sweden for its outstanding collaboration with the teachers and its exemplary work in stimulating learning. The study explores ways this library – school partnership contributes to the development of literacy and democratic competencies, allowing children to become active members of their local community.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Avery, Helen, et al.
(författare)
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Access to Health in Emergency Contexts: New Models of International Curriculum Development to Address Global Challenges
- 2019
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Konferensbidrag (refereegranskat)abstract
- Capacity-building in international cooperation projects is typically founded on a conceptualisation of transmission or transfer, and thus also typically contributes to the international diffusion of certain models, systems or technologies. In European policy, this approach has been part of the strategy to strengthen the position of European HE by making HE structures in other parts of the world compatible with European standards and structures (EUA, 2013; Jones et al., 2016). We can observe these processes and aims in the TEMPUS programme and in the Bologna processes (Wihlborg & Avery, 2017). Thus, in the Catania declaration of 2006 for cooperation in the Mediterranean region, it is stated that aims include to “Establish common education and training paths based on a system of transferable credits and on easily readable qualifications and exploitable as well by the labour market, by sharing criteria, evaluation methods and quality assurance schemes” (Catania Declaration, 2006).These dynamics are also at work in the area of curriculum development. Fundamentally, there is an assumption that both knowledge and professional competence are universal, and that excellence can be judged according to shared criteria. Among other consequences, the assumption leads to the notion that universal knowledge and competence can then be applied or adapted to local conditions (Robson & Wihlborg, in press). The assumptions underlying this paradigm have been contested by several scholars (see Singh, 2011; Ndofirepi & Gwaravanda, 2018), pointing to the fact that knowledge and competence are necessarily embedded in particular historical, geographical, institutional, social and cultural contexts. A paradigm of transmission in international collaboration for curriculum development will consequently lead to a centring of practices based in high-income countries with English language HEIs, and a corresponding de-centring of HEIs in the global south. Recognising the need for alternative models (cf. Goddard & Hazelkorn, 2016), various initiatives are emerging, such as the People’s Uni (WHO Bulletin).The study is drawn from an international collaboration project for equitable access to health, involving HEIs in Lebanon, Jordan, Yemen and Sweden. Travelling is currently restricted for Yemeni academics, due to visa requirements and cost. Networked forms of internationalisation, such as this project, can therefore provide access to some of the advantages otherwise offered by student and staff mobility. The Yemeni part of the project focuses on curriculum development for the health professions. Due to the war in Syria, Lebanon and Jordan have received large numbers of refugees, while in Yemen, many people are internally displaced. The region of Hadhramout has been relatively peaceful throughout the conflict and has therefore received people fleeing from other parts of the country where fighting has been intense. Local structures and humanitarian relief have been insufficient to address the needs of the displaced people, and available resources are likely to remain limited.The Yemeni partner of the project, the Community Health department at Hadhramout university has a focus on approaches relevant to equitable access to health, but the overall organisation of the university and the programmes for the health professions are conventional. An additional challenge for this context is that international models for community health often presuppose the existence of relatively cohesive and stable communities, while the ongoing conflict and situation of displacement has led to a situation of conflicting interests and low trust.Methodology, Methods, Research Instruments or Sources UsedAs a first stage of the ongoing project, a survey including open questions and scales to prioritise concerns will be developed and given to various types of practitioners and health professionals working in the Hadhramout region, to gain a comprehensive picture both of working conditions and needs of the concerned communities. Descriptive statistics are used to describe the basic features of the data in a study. In addition, a qualitative approach (Mayring, 2000) is used to analyse the content of the survey and identify main concerns. Contextual information and descriptions of practices will be summarised in narrative form (cf. Hansen, 2006), and survey excerpts used to illustrate typical situations and practices. The aim of this step is to have a sufficiently detailed understanding of existing challenges to discuss implications for training, in terms of competences and content, but also for how work can be organised across professions with available resources. In a second stage, results from this mapping will be used to develop the curriculum (Leask, 2015) in collaborative workshops both locally and jointly in the international network of partners for the project. Conclusions, Expected Outcomes or FindingsMany qualified Yemenis have received their training in other countries, oriented towards quite different conditions. An additional challenge are the different types of professions that need to cooperate in this context, and the generally low level of education of the displaced. Curricular development can in this case not be limited to a particular section of the university, or to academic actors, but needs to involve various kinds of practitioners as well as the concerned populations.Several of the characteristics of the situation observed in Hadhramout can be found also in Lebanon and Jordan (Sim et al., 2018; Al-Rousan et al., 2018). Although availability of resources and infrastructure is greater in Europe, and the number of refugees is comparatively small, Sweden like other European countries experiences similar structural tensions (cf. WHO, 2018). International collaboration on curriculum development therefore holds potential benefits for all partner HEIs.Implications of mismatches between local needs and the orientation of the curricula of professional programmes are serious. Programmes and curricular content in HEIs from the global south will tend to be organised to suit the needs of the global north, which at country levels can encourage brain drain of qualified professionals. Similar disparities between regions exist in Europe both within and across countries. Developing more collaborative models for international cooperation between HEIs in the area of curriculum development to better match local needs is therefore an important concern, not only to address the global challenges of Agenda 2030, but for the future of Europe, to reduce disparities and promote social justice (McAllister-Grande, 2018; Rumbley & Proctor, 2018; de Wit et al., 2017; Proctor, 2016; Altbach, 2004).ReferencesAl-Rousan, T., Schwabkey, Z., Jirmanus, L., & Nelson, B. D. (2018). Health needs and priorities of Syrian refugees in camps and urban settings in Jordan: perspectives of refugees and health care providers. Eastern Mediterranean Health Journal, 24(3).Altbach, P. G. (2004). Globalization and the university: Myths and realities in an unequal world. Tertiary Education and Management, 10, 3-25.Catania Declaration (2006). Euro-Mediterranean Area of Higher Education and Research.de Wit, H., Gacel-Avila, J., Jones, E., & Jooste, N. (Eds.) (2017). The Globalization of Internationalization: Emerging Voices and Perspectives. NY/London: Routledge. European University Association (2013) Internationalisation in European higher education: European policies, institutional strategies and EUA support. EUA Membership Consultation 2013. Brussels: EUA.Goddard, J. & Hazelkorn, E. (2016). Re-asserting the Public Good Role of Higher Education in Turbulent Times. November 25. Hansen, H. (2006). The ethnonarrative approach. Human Relations, 59(8), 1049–1075.Jones E., Coelen R ., Beelen J. & de Wit, H. (2016) Introduction (1-4) In Jones, Coelen,Beelen & de Wit (Eds.) Global and Local Internationalization. Global Perspectives on Higher Education, 34. Rotterdam: Sense Publishers.Leask, B. (2015). Internationalizing the Curriculum. Routledge, London/NY.McAllister-Grande, B. (2018). Toward humanistic internationalization. In Proctor & Rumbley (Eds.) The Future Agenda for Internationalization in Higher Education (pp. 123-132). NY: RoutledgeNdofirepi, A. P., & Gwaravanda, E. T. (2018). Epistemic (in) justice in African universities: a perspective of the politics of knowledge. Educational Review, 1-14.Proctor, D. (2016). The changing landscape of international education research. International Higher Education, 84, 19-21Robson, S. & Wihlborg, M. (in press /2019) Internationalization of Higher Education: impacts, challenges and future possibilities. Special edition EERJ. Rumbley, L.E. & Proctor, D. (2018). Perspective on internationalization from and for a new generation. In Proctor & Rumbley (Eds.) The Future Agenda for Internationalization in Higher Education (pp. 225-229). NY: Routledge.Sim, A., Bowes, L., & Gardner, F. (2018). Modeling the effects of war exposure and daily stressors on maternal mental health, parenting, and child psychosocial adjustment. Global Mental Health, 5.WHO (2018). Report on the health of refugees and migrants in the WHO European Region: no public health without refugee and migrant health.WHO Bulletin.https://www.who.int/bulletin/volumes/85/12/07-044388/en/ Wihlborg, M. & Avery, H. (2017) Opening or closing doors? Perspectives on Bologna from inside and outside the European Union. ECER 2017, Copenhagen.Wihlborg, M. & Robson, S. (2018) Internationalisation of higher education: drivers, rationales, priorities, values and impacts, EJHE 8(1), 8-18. Intent of PublicationEERJ or European Journal of Higher Education
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| 12. |
- Avery, Helen
(författare)
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Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire
- 2019
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Ingår i: AREF 2019. - : AREF. ; , s. 286-287, s. 286-287
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Konferensbidrag (refereegranskat)abstract
- The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning mathematics means understanding "concepts".
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| 13. |
- Avery, Helen
(författare)
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At the bridging point : tutoring newly arrived students in Sweden
- 2017
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 21:4, s. 404-415
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.
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| 14. |
- Avery, Helen
(författare)
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Att förebygga stora översvämningar : reflektioner om språk och mening i ett flerspråkigt och interdisciplinärt sammanhang
- 2009
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 14:4, s. 354-373
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln redogör för en intervjustudie som gjordes med 15 internationella studenter på ett mastersprogram med inriktning mot hållbar utveckling, där undervisningen ägt rum på engelska. Studenterna frågades i individuella intervjuer på engelska hur de ansåg att stora översvämningar kunde förebyggas. En intentional-expressiv dialogstruktur anpassades till att innefatta frågor om hur nyckeluttryck i deras svar kunde uttryckas på studenternas modersmål. Studenterna fick sedan jämföra och kontrastera uttryckssätten och betydelserna som de använt i sina förklaringar, på engelska och på modersmålet. Deras skiftande språkliga och ämnesmässiga bakgrund speglades generellt genom en bred variation i uppfattningarna av frågeställningen, och i studenternas reaktioner till intervjusituationen. Resultaten visar att dialogstrukturen dessutom fick många av studenterna att inkludera andra aspekter i sina förklaringar, när frågan om uttryck och innebörder på modersmålet infördes, än när de först förklarat enbart på engelska.
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| 15. |
- Avery, Helen
(författare)
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Att förebygga stora översvämningar
- 2009
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788. ; 14:4, s. 354-373
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln redogör för en intervjustudie som gjordes med 15 internationella studenter på ett mastersprogram med inriktning mot hållbar utveckling, där undervisningen ägt rum på engelska. Studenterna frågades i individuella intervjuer på engelska hur de ansåg att stora översvämningar kunde förebyggas. En intentional-expressiv dialogstruktur anpassades till att innefatta frågor om hur nyckeluttryck i deras svar kunde uttryckas på studenternas modersmål. Studenterna fick sedan jämföra och kontrastera uttryckssätten och betydelserna som de använt i sina förklaringar, på engelska och på modersmålet. Deras skiftande språkliga och ämnesmässiga bakgrund speglades generellt genom en bred variation i uppfattningarna av frågeställningen, och i studenternas reaktioner till intervjusituationen. Resultaten visar att dialogstrukturen dessutom fick många av studenterna att inkludera andra aspekter i sina förklaringar, när frågan om uttryck och innebörder på modersmålet infördes, än när de först förklarat enbart på engelska.
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| 16. |
- Avery, Helen, et al.
(författare)
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Att medverka till förändring : Kulturarv och demokrati
- 2008
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Ingår i: Kanon och kulturarv : Historia och samtid i Danmark och Sverige - Historia och samtid i Danmark och Sverige. - : Makadam i samarbete med Centrum för Danmarksstudier. - 1651-775X. - 9789170610509 ; :19, s. 275-289
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- Avery, Helen, et al.
(författare)
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Crafting Futures in Lebanese Refugee Camps : The Case of Burj El Barajneh Palestinian Camp
- 2019
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Ingår i: FORMakademisk. - Oslo : OsloMet - Oslo Metropolitan University. - 1890-9515. ; 12:2
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Tidskriftsartikel (refereegranskat)abstract
- The initiative at the Burj El Barajneh camp is run by a network of local associations, and aims at improving living conditions, services, infrastructure and livelihoods for the inhabitants. Burj el Barajneh has a large number of active associations and many highly educated professionals. However, in this kind of complex hyperdense context any kind of change needs to be carefully considered, there are no simple recipes, and existing professional expertise does not necessarily match the specific conditions of the locality. By working with collective design and collaboration between the camp's inhabitants, it becomes possible to envisage larger coordinated efforts, and to solve issues that remain blocked at an individual level.
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| 22. |
- Avery, Helen
(författare)
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De la nation-foyer à la nation-forteresse : quelles implications pour l’éducation des réfugiés en Suède?
- 2019
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Ingår i: AREF 2019. ; , s. 209-210
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Konferensbidrag (refereegranskat)abstract
- The tensions between tendencies to support and reject that can be observed in reception measures for newly-arrived students in Sweden are a consequence both of the general climate of hostility towards immigration in Europe, and features particular to Sweden. The paper summarises the historical background to the present situation, from the 1960s onwards, and points to some of the impacts for teachers and for civil society. The analysis will above all focus on three diverging but parallell trends and which overlap: dynamics of integration, dynamics of competition and social segregation; dynamics of 'securitisation'. These dynamics evolve within different conceptualisations of education, but also relate to social developments and conflicting visions for society as a whole.
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| 23. |
- Avery, Helen
(författare)
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Dynamics of becoming in intercultural and interprofessional educational collaboration configurations
- 2016
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Konferensbidrag (refereegranskat)abstract
- The seminal work of Engestrom (1987) has given rise to a vast body of literature looking at how tensions and dilemmas can generate creativity and ultimately lead to so-called expansive learning. Expansive learning can typically take place when different value systems come in contact, since members of the concerned communities of practice are then exposed to conflicting norms by which to evaluate and direct their work. This type of situation is common in cases of collaboration within or across professional groups. In her theorisation of intercultural school development, Lahdenperä (2008) further argues that it is productive to creat a climate of trust where differences can be explicitly discussed rather than avoided. Nevertheless, in practice the benefits of conflicting input on work processes are not always obvious in the context of educational collaboration. The paper will present a reflection on the elements that may obstruct or facilitate expansive learning in collaboration, based on two case studies of intercultural educational work: a study of a library network and a study of study support for newly arrived students. It will be argued that alongside power relationships, specifics in the configuration of the collaborative arrangement can determine the outcome.
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| 24. |
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| 25. |
- Avery, Helen, et al.
(författare)
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Education in Transition
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Refugee education: 2015 witnessed a rapid surge in the number of Middle Eastern refugees coming to neighbouring countries and to Europe. This presentation summarises some of the main challenges of refugee education, from the perspective of national policies, local classrooms and the refugees themselves. Based on experiences in raising teacher competences in both countries, situations in Lebanon and Sweden are compared, pointing to pitfalls as well as best practices observed. Finally, possible directions for reforming curricula and pedagogical strategies are envisaged, to prepare young people to make positive contributions to host countries, as well as building foundations for reconstruction and return.
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