| 1. |
- Kjällander, Susanne, et al.
(författare)
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”Förskolan behöver en digitaliseringsstrategi”
- 2023
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Ingår i: Svenska Dagbladet. - 2001-3868. ; :2023-06-18
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Vi förskoleforskare som särskilt fokuserar på digitalisering reagerar starkt på den bild av digitalisering i förskolan som dominerar i media. Det skriver flera debattörer.
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| 3. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 4. |
- Inzunza, Jose, et al.
(författare)
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Selective insulin-like growth factor-I antagonist inhibits mouse embryo development in a dose-dependent manner
- 2010
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Ingår i: Fertility and Sterility. - : Elsevier BV. - 0015-0282 .- 1556-5653. ; 93:8, s. 2621-2626
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To study the role of a synthetic insulin-like growth factor-I receptor (IGF-IR) antagonist, picropodophyllin, for mouse preimplantation embryo development in vivo and in vitro. DESIGN: In vitro and in vivo study. SETTING: Hospital-based research unit. ANIMALS: FVB/N mice and mouse embryos. INTERVENTION(S): The effect of picropodophyllin in mouse embryo development in vivo and in vitro, immunohistochemistry, ELISA, polymerase chain reaction. MAIN OUTCOME MEASURE(S): Embryo development, presence of IGF-IR, messenger RNA expression, IGF-I synthesis. RESULT(S): The effect of picropodophyllin on embryo development in vitro and in vivo was not reversible. Mice treated with picropodophyllin 1 to 3 days after mating had a reduced number of blastocysts, 40.5% versus 78.8%, and a higher number of embryos with delayed development, 48.6% versus 11.5%. Insulin-like growth factor-IR protein is present in both phosphorylated and nonphosphorylated form at all stages of embryo development. The relative IGF-IR messenger RNA expression was highest in the oocyte and reduced during development to blastocyst stage. Insulin-like growth factor-I in culture media was reduced after picropodophyllin treatment. CONCLUSION(S): We conclude that IGF-I has an important role in normal mouse embryo development and that its receptor plays an essential role in the embryonic genome activation process.
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| 5. |
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| 6. |
- Andersson, Johanna K., et al.
(författare)
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Inter-Rater Agreement for Diagnosing Adenomyosis Using Magnetic Resonance Imaging and Transvaginal Ultrasonography
- 2023
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Ingår i: Diagnostics. - 2075-4418. ; 13:13
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Tidskriftsartikel (refereegranskat)abstract
- Our aim was to compare the inter-rater agreement about transvaginal ultrasonography (TVS) with magnetic resonance imaging (MRI) with regard to diagnosing adenomyosis and for assessing various predefined imaging features of adenomyosis, in the same set of women. The study cohort included 51 women, prospectively, consecutively recruited based on a clinical suspicion of adenomyosis. MRIs and TVS videoclips and 3D volumes were retrospectively assessed by four experienced radiologists and five experienced sonographers, respectively. Each rater subjectively evaluated the presence or absence of adenomyosis, as well as imaging features suggestive of adenomyosis. Fleiss kappa (κ) was used to reflect inter-rater agreement for categorical data, and the intraclass correlation coefficient (ICC) was used to reflect the reliability of quantitative data. Agreement between raters for diagnosing adenomyosis was higher for TVS than for MRI (κ = 0.42 vs. 0.28). MRI had a higher inter-rater agreement in assessing wall asymmetry, irregular junctional zone (JZ), and the presence of myometrial cysts, while TVU had a better agreement for assessing globular shape. MRI showed a moderate to good reliability for measuring the JZ (ICC = 0.57–0.82). For TVS, the JZ was unmeasurable in >50% of cases, and the remaining cases had low reliability (ICC = −0.31–0.08). We found that inter-rater agreement for diagnosing adenomyosis was higher for TVS than for MRI, despite the fact that MRI showed a higher inter-rater agreement in most specific features. Measurements of JZ in the coronal plane with 3D TVS were unreliable and thus unlikely to be useful for diagnosing adenomyosis.
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| 7. |
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| 8. |
- Andersson, Kristina, 1962-, et al.
(författare)
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Chafing borderlands: obstacles for science teaching and learning in preschool teacher education.
- 2020
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Ingår i: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. ; 15:2, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.
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| 11. |
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| 12. |
- Anderssson, Kristina, 1961-, et al.
(författare)
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Chafing borderlands : Obstacles for Science Teaching and Learning in Teacher Education
- 2014
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Konferensbidrag (refereegranskat)abstract
- A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good". In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012). However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science? The intervention, data collection and analysisIn an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.
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| 13. |
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| 14. |
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| 15. |
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| 16. |
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| 17. |
- Anderssson, Kristina, 1962-, et al.
(författare)
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Lärarutbildares naturvetenskap under lupp - : en studie i gränslandet mellan ämnesdiscipliner och skolämnen
- 2019
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Ingår i: Resultatdialog 2019. - Stockholm : Swedish Research Council, Vetenskapsrådet. - 9789188943224 ; , s. 10-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Universitetslärare i biologi, fysik och kemi lägger ingen större vikt vid att det finns lärarstudenter bland eleverna och deras uppfattning om ämnesdidaktik är diffus. Ofta sätter instrumenttunga laboratorier osynliga ramar för vad som är legitimt att fokusera. Studenter med annat fokus riskerar att stötas ut. Kulturen på institutionerna gör att ämneslärarstudenter matas med budskap om att undervisning är något underordnat – vilket sannolikt påverkar deras syn på utbildningsval, självbild och framtida yrkesroll som specialister på just undervisning. Vi har studerat lärarutbildares syn på sina ämnen och hur denna manifesteras i utbildningen.
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| 18. |
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| 19. |
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| 20. |
- Aneblom, Gunilla
(författare)
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The Emergency Contraceptive Pill – a Second Chance : Knowledge, Attitudes and Experiences Among Users and Providers
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to study knowledge, attitudes and experience of emergency contraceptive pills among women and providers. Both quantitative and qualitative methods were used. Focus-group interviews were conducted with teenage-girls (I) and with women who had purchased ECP without prescription (IV). Self-administered waiting-room questionnaires were administered to women presenting for induced abortion in three large hospitals (II, III), and after the deregulation of ECP, a postal questionnaire was sent to pharmacy staff and nurse-midwives in three counties in mid-Sweden (V). Overall, women showed high basic awareness of ECP although specific knowledge such as the level of effectiveness, time-frames and how the method works was lacking. Approval of the method was high and most women were positive to use the method if they needed. Contradictory views as to whether ECP undermines contraceptive behavior were expressed. As many as 43% of women requesting induced abortion had a history of one or more previous abortions. Among the abortion applicants, one out of five, 22%, had previously used ECP and 3% had used it to prevent the current pregnancy. Media and friends were the two most common sources of information on ECP. Half of the women, 52%, were positive to having ECP prescription-free. Those women who had purchased ECP in a pharmacy without prescription, appreciated this possibility, and the major benefits expressed were time saving aspects. No severe side-effects were reported. The women's experiences of interaction with pharmacy staff were both positive and negative. The importance of up-to-date information about ECP and the OTC-availability from the health care providers was emphasized. Both pharmacy staff and nurse-midwives had positive attitudes towards ECP and the OTC availability. Of pharmacy staff, 38% reported that they referred women to nurse-midwives/gynecologists for further counseling and follow-ups. The need for increased communication and collaboration between pharmacies and local family planning clinics was reported by both study groups with suggestions of regular meetings for information and discussions. The results suggest that ECP is still underused and that more factual information is needed before the method is becoming a known, accepted and integrated back-up method to the existing family planning repertoire. Longitudinal research to assess the long-term effects of ECP is needed.
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| 21. |
- Atuhairwe, Susan, et al.
(författare)
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Evaluating the safety, effectiveness and acceptability of treatment of incomplete second-trimester abortion using misoprostol provided by midwives compared with physicians : study protocol for a randomized controlled equivalence trial
- 2019
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Ingår i: Trials. - : Springer Science and Business Media LLC. - 1745-6215. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: A large proportion of abortion-related mortality and morbidity occurs in the second trimester of pregnancy. The Uganda Ministry of Health policy restricts management of second-trimester incomplete abortion to physicians who are few and unequally distributed, with most practicing in urban regions. Unsafe and outdated methods like sharp curettage are frequently used. Medical management of second-trimester post-abortion care by midwives offers an advantage given the difficulty in providing surgical management in low-income settings and current health worker shortages. The study aims to assess the safety, effectiveness and acceptability of treatment of incomplete second-trimester abortion using misoprostol provided by midwives compared with physicians.METHODS: A randomized controlled equivalence trial implemented at eight hospitals and health centers in Central Uganda will include 1192 eligible women with incomplete abortion of uterine size > 12 weeks up to 18 weeks. Each participant will be randomly assigned to undergo a clinical assessment and treatment by either a midwife (intervention arm) or a physician (control arm). Enrolled participants will receive 400 μg misoprostol administered sublingually every 3 h up to five doses within 24 h at the health facility until a complete abortion is confirmed. Women who do not achieve complete abortion within 24 h will undergo surgical uterine evacuation. Pre discharge, participants will receive contraceptive counseling and information on what to expect in terms of side effects and signs of complications, with follow-up 14 days later to assess secondary outcomes. Analyses will be by intention to treat. Background characteristics and outcomes will be presented using descriptive statistics. Differences between groups will be analyzed using risk difference (95% confidence interval) and equivalence established if this lies between the predefined range of - 5% and + 5%. Chi-square tests will be used for comparison of outcome and t tests used to compare mean values. P ≤ 0.05 will be considered statistically significant.DISCUSSION: Our study will provide evidence to inform national and international policies, standard care guidelines and training program curricula on treatment of second-trimester incomplete abortion for improved access.TRIAL REGISTRATION: ClinicalTrials.gov, NCT03622073 . Registered on 9 August 2018.
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| 22. |
- Axelsson, Monica, 1952-, et al.
(författare)
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Elaboration and negotiation of new content : The use of meaning making resources in multilingual science classrooms
- 2017
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Ingår i: NFSUN Nordic Research Symposium on Science Education 2017. ; , s. 17-20
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Konferensbidrag (refereegranskat)abstract
- This presentation reports results from a study aiming at examining multilingual students’ meaning-making in science when instructed through Swedish. Focus is on how new content is elaborated and negotiated through various semiotic resources such as written and spoken language, still and moving images, gestures and physical artefacts. Data consist of video and audio recordings and digital photographs from two multilingual physics classrooms (students aged 11-12 and 14-15 respectively) and one biology classroom (students aged 14-15 years). Theoretically, the project takes its stance in social semiotics and pragmatist theory. Data are analysed through systemic functional linguistics, multimodal analyses and Dewey’s principle of continuity. The results show that the teachers and the students were engaged in meaning-making activities involving a variety of semiotic resources in ways that sometimes matched both students’ linguistic and scientific level. However, some observations indicate classroom practices that might constitute a hindrance for meaning-making. The study has implications for ways of promoting multilingual students’ meaning-making in science, including learning science, competent action, that is, norms about how to act in the science classroom, and communicating through different modes.
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| 23. |
- Axelsson, Monica, 1952-, et al.
(författare)
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Multilingual students' meaning making in science
- 2017
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Ingår i: European Science Education Research Association, ESERA 2017 Conference.
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Konferensbidrag (refereegranskat)abstract
- We present results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making in science. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from three multilingual classes: a middle school physics classroom during the unit “measuring time”, a lower secondary physics classroom during the units “sound and light” and a lower secondary biology classroom during the unit “human body”. The project takes its stance in social semiotics and pragmatist theory. Data are analysed through systemic functional linguistics, multimodal analyses and Dewey’s principle of continuity. The results reveal that teachers and students were engaged in meaning-making activities involving a variety of semiotic resources with a potential to develop multilingual students’ scientific literacy. However, the teachers’ scientific starting points and perspectives on scientific literacy as well as their use of semiotic resources to some extent vary, affording different entries to science meaning-making. The study has implications for ways of promoting scientific literacy, including learning science, competent action, and communicating through different modes.
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| 24. |
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| 25. |
- Axelsson, Monica, et al.
(författare)
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What is time? Multilingual students’ meaning-making in school physics
- 2015
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Ingår i: NoFa5: Nordic Conference on Subject Education. - Helsinki : University of Helsinki. ; , s. 11-12
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Konferensbidrag (refereegranskat)abstract
- Scientific discourse comprises a specialized, lexically dense and abstract language, with a need for students to handle multiple resources for meaning making in parallel, e.g. verbal language, graphs, gestures, models, and symbolic language (Halliday & Martin, 1993; Lemke, 1998). This puts high demands on the learner, in particular for multilingual students as they learn science in their second language. We will present results from an interdisciplinary project on interaction in science classrooms, focusing on how science content is elaborated and negotiated through various semiotic resources. The project draws on i) social semiotics (Kress, 2010), including systemic functional linguistics (SFL) (Halliday & Matthiessen, 2004), and ii) practical epistemology (Wickman & Östman, 2002). Data (video/audio recordings, digital photographs and texts collected in the classrooms) is analyzed through SFL-analyses, multimodal analyses and practical epistemology. We will concentrate on findings from a primary school classroom working with "time". Here, the teacher uses a variety of semiotic resources in different semiotic modes, and students are engaged in small group work and whole class discussions. Our analyses, made from different perspectives, reveal a need for interdisciplinary cooperation for researchers to be able to give a broader picture of what learning opportunities are given the students.
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| 26. |
- Bakesiima, Ritah, et al.
(författare)
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Modern contraceptive use among female refugee adolescents in northern Uganda : prevalence and associated factors
- 2020
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Ingår i: Reproductive Health. - : BioMed Central. - 1742-4755. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Adolescent pregnancies are persistently high among refugees. The pregnancies have been attributed to low contraceptive use in this population. The aim of this study was to determine the prevalence and factors associated with modern contraceptive use among female refugee adolescents in northern Uganda.METHODS: This was a cross sectional study using both descriptive and analytical techniques. The study was carried out in Palabek refugee settlement in Northern Uganda from May to July 2019. A total of 839 refugee adolescents who were sexually active or in-union were consecutively enrolled. Interviewer administered questionnaires were used for data collection.RESULTS: Modern contraceptive prevalence was 8.7% (95% CI: 7.0 to 10.8). The injectable was the most commonly used modern contraceptive method [42.5% (95% CI: 31.5 to 54.3)], and most of the participants had used the contraceptives for 6 months or less (59.7%). Reasons for not using modern contraceptives included fear of side effects (39.3%), partner prohibition (16.4%), and the desire to become pregnant (7.0%). Participants who were married (OR = 0.11, 95% CI: 0.04 to 0.35, p < 0.001), cohabiting (OR = 0.43, 95% CI: 0.20 to 0.93, p = 0.032) or having an older partner (OR = 0.93, 95% CI: 0.86 to 0.99, p = 0.046) were less likely to use modern contraceptives.CONCLUSION: Modern contraceptive use among female refugee adolescents was very low, and few reported a desire to become pregnant, leaving them vulnerable to unplanned pregnancies. Least likely to use modern contraceptives were participants who were married/cohabiting and those having older partners implying a gender power imbalance in fertility decision making. There is an urgent need for innovations to address the gender and power imbalances within relationships, which could shape fertility decision-making and increase modern contraceptive use among refugee adolescents.
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| 27. |
- Berger, Cecilia, et al.
(författare)
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Molecular characterization of PRM-associated endometrial changes, PAEC, following mifepristone treatment
- 2018
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Ingår i: Contraception. - : Elsevier. - 0010-7824 .- 1879-0518. ; 98:4, s. 317-322
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The progesterone receptor modulator (PRM) mifepristone holds the potential to be developed for regular contraception. However, long-term treatment can cause thickening of the endometrium and PRM-associated endometrial changes (PAEC). The objective of this study was to explore the molecular expression of endometrium displaying PAEC after mifepristone treatment in order to understand the future implications of PAEC and safety of long-term use. Study design: Endometrial biopsies were obtained from premenopausal women following 3 months of continuous mifepristone treatment. The biopsies were evaluated regarding occurrence of PAEC and followed up by a comparative analysis of gene expression in PAEC endometrium (n=7) with endometrium not displaying PAEC (n=4). Methods used included microarray analysis, Ingenuity Pathway Analysis (IPA) and real-time polymerase chain reaction. Results: Three genes relevant within endometrial function were up-regulated with PAEC: THY1 (p=.02), ADAM12 (p=.04) and TN-C (p=.04). The proliferation marker MKi67 was not altered (p=.31). None of the differentially regulated genes were involved in the endometrial cancer-signaling pathway (based on IPA knowledge database). Conclusion: The genes altered in endometrium displaying PAEC after 3 months of mifepristone exposure are mainly involved in the structural architecture of tissue. Implications: PAEC features may be explained by the altered genes and their networks affecting tissue architecture although not involved in endometrial cancer signaling pathways, and thus, treatment with mifepristone at this dosage does not show any adverse effect at endometrial level.
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| 28. |
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| 29. |
- Bergh Nestlog, Ewa, et al.
(författare)
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Disciplinary content and text structures communicated in the classroom : pathways in science lessons
- 2024
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Ingår i: Linguistics and Education. - 0898-5898 .- 1873-1864.
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Tidskriftsartikel (refereegranskat)abstract
- Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.
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| 37. |
- Bergh Nestlog, Ewa, 1959-, et al.
(författare)
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Skrivande och skrivundervisning i alla ämnen : [ ingår i Lärportalens moduler Språk-, läs- och skrivutveckling (Läslyftet), Skriva i alla ämnen, Del 1: Skrivande och skrivundervisning i alla ämnen, årskurs 4-9 ]
- 2018
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Lärare i skolans olika ämnen har ett gemensamt ansvar för att ge eleverna möjligheter att utveckla sitt skrivande för olika syften och i olika sammanhang. Men hur det ska gå till är inte givet. I den här artikeln presenteras en modell för detta arbete, nämligen skrivhjulet. Modellen bygger på att skrivande innebär att vi utför skrivhandlingar, att skrivande alltid har ett eller flera syften, och att skrivande medieras i skriftspråk och andra modaliteter.
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| 38. |
- Bergh Nestlog, Ewa, PhD, 1959-, et al.
(författare)
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Textskapande i grundskolan : utveckla funktionella skrivpraktiker
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att utveckla elevers förmåga att skapa texter är ett område som av tradition kopplas till svenskämnet. Samtidigt vet vi att elever skapar olika former av text i de flesta av skolans ämnen. Forskning har också visat att elever utvecklar såväl förmågan att skapa funktionella texter som ämneskunskaper genom att få arbeta med text i skolans olika ämnen på ett meningsfullt sätt.Textskapande i grundskolan beskriver ett perspektiv på textskapande som har fokus på texters funktion. I boken visar författarna hur textundervisningen kan organiseras i klassrummet och hur läraren kan stötta eleverna i arbetsprocessen. Med hjälp av tankar och modeller som utgår från forskning och beprövad erfarenhet presenterar de förhållningssätt som låter lärare skapa en funktionell skrivundervisning tillsammans med sina elever. En sådan undervisning är inriktad på elevernas möjlighet att kommunicera erfarenheter i de texter som de skapar och därmed utveckla sin identitet som kunnig.Boken riktar sig till såväl studenter inom lärarutbildningen som till lärare i grundskolans olika årskurser och ämnen.
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| 39. |
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| 40. |
- Bizjak, Isabella, et al.
(författare)
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Contraceptive uptake and compliance after structured contraceptive counseling - secondary outcomes of the LOWE trial
- 2024
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Ingår i: Acta Obstetricia et Gynecologica Scandinavica. - 0001-6349 .- 1600-0412. ; 103:5, s. 873-883
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Highly effective long-acting reversible contraceptive (LARC) methods reduce unintended pregnancy rates; however, these methods are underutilized. The LOWE trial intervention provided structured contraceptive counseling resulting in increased uptake of LARC. This longitudinal follow up of the LOWE study assessed the long-term impact of the intervention by investigating the contraceptive use at 12 months with a focus on continued use of LARC.MATERIAL AND METHODS: In the cluster randomized LOWE trial, abortion, youth, and maternal health clinics were randomized to provide either structured contraceptive counseling (intervention) or standard contraceptive counseling (control). The intervention consisted of an educational video on contraceptive methods, key questions asked by the health care provider, a tiered effectiveness chart and a box of contraceptive models. Women ≥ age 18, who were sexually active or planned to be in the upcoming 6 months, could participate in the study. We assessed self-reported contraceptive use at three, six and 12 months. Contraceptive choice and switches were analyzed with descriptive statistics. Contraceptive use at 12 months and continued use of LARC were analyzed using mixed logistic regressions, with clinic included as a random effect. Analysis with imputed values were performed for missing data to test the robustness of results.RESULTS: Overall, at 12 months, women in the intervention group were more likely to be using a LARC method (aOR 1.90, 95% CI: 1.31-2.76) and less likely to be using a short-acting reversible contraceptive (SARC) method (aOR 0.66, 95% CI: 0.46-0.93) compared to the control group. Women counseled at abortion (aOR 2.97, 95% CI: 1.36-6.75) and youth clinics (aOR 1.81, 95% CI: 1.08-3.03) were more likely to be using a LARC method, while no significant difference was seen in maternal health clinics (aOR 1.84, 95% CI: 0.96-3.66). Among women initiating LARC, continuation rates at 12 months did not differ between study groups (63.9% vs. 63.7%). The most common reasons for contraceptive discontinuation were wish for pregnancy, followed by irregular bleeding, and mood changes.CONCLUSIONS: The LOWE trial intervention resulted in increased LARC use also at 12 months. Strategies on how to sustain LARC use needs to be further investigated.
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| 41. |
- Björvang, Richelle D., et al.
(författare)
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Persistent organic pollutants and the size of ovarian reserve in reproductive-aged women
- 2021
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Ingår i: Environment International. - : Elsevier BV. - 0160-4120 .- 1873-6750. ; 155
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Tidskriftsartikel (refereegranskat)abstract
- Industrial chemicals such as persistent organic pollutants (POPs) have been associated with reduced fertility in women, including longer time-to-pregnancy (TTP), higher odds for infertility, and earlier reproductive senescence. Fertility is highly dependent on the ovarian reserve, which is composed of a prenatally determined stock of non-growing follicles. The quantity and quality of the follicles decline with age, thereby eventually leading to menopause. In the clinical setting, assessing ovarian reserve directly through the histological analysis of follicular density in ovaries is not practical. Therefore, surrogate markers of ovarian reserve, such as serum anti-Müllerian hormone (AMH) are typically used. Here, we studied associations between chemical exposure and ovarian reserve in a cohort of pregnant women undergoing elective caesarean section (n = 145) in Stockholm, Sweden. Full data (histological, clinical, serum) were available for 50 women. We estimated the size of the reserve both directly by determining the density of follicles in ovarian cortical tissue samples, and indirectly by measuring AMH in associated serum samples. Concentrations of 9 organochlorine pesticides (OCPs), 10 polychlorinated biphenyls (PCBs), 3 polybrominated diphenylethers (PBDEs) and 9 perfluoroalkyl substances (PFAS) were determined in serum, and clinical data were retrieved from electronic medical records. Healthy follicle densities (median 0, range 0–193 follicles/mm3) and AMH levels (median 2.33 ng/mL, range 0.1–14.8 ng/mL) varied substantially. AMH correlated with the density of growing follicles. Twenty-three chemicals detected in more than half of the samples were included in the analyses. None of the chemicals, alone or as a mixture, correlated with AMH, growing or atretic follicles. However, HCB, transnonachlor, PCBs 74 and 99 were associated with decreased non-growing follicle densities. HCB and transnonachlor were also negatively associated with healthy follicle density. Further, mixture of lipophilic POPs (PBDE 99, p,p’-DDE, and PCB 187) was associated with lower non-growing follicle densities. In addition, exposure to HCB, p,p’-DDE, and mixture of OCPs were significantly associated with higher odds of infertility. The results suggest that exposure to chemicals may reduce the size of ovarian reserve in humans, and strongly encourage to study mechanisms behind POP-associated infertility in women in more detail.
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| 42. |
- Blomqvist, Per, 1972-
(författare)
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Samtal om skrivbedömning : Lärares normer, beslut och samstämmighet
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports and discusses results from a qualitative study of Swedish teachers' writing assessment in upper secondary school. Based on teacher group discussions, the study investigates teachers' interactions, expressions of norms and decisions when assessing and grading students' writing in the subject of Swedish.The aim of the study is to describe and analyze how teachers interact and what they pay attention to when discussing writing assessment. In relation to this aim the following three research questions were posed: (1) What characterizes the teachers' conversations about writing assessment? (2) What assessment norms do the teachers express? (3) What decisions do they make?The theoretical perspectives are dialogical and pedagogical. From a dialogical point of view, the assessment conversations are considered as social acts where teachers in interaction collectively create meaning. Furthermore, the assessment conversations are considered as pedagogical, as a part of teachers' reflective work to discuss how to assess students' work and how to make decisions about further instructions and grading. The methods used to describe and analyze interactional patterns, expressions of norms and decisions in these assessment conversations are topic analysis and initiative-response-analysis.The empirical data consists of audio and video recordings from three teacher groups' conversations about writing assessment, comprising a total of 17 Swedish teachers from three upper secondary schools. Data was also collected via a questionnaire with the individual teacher's grading of the students' writing and evaluation of the assessment conversations.The results show that teachers' assessments of students' writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about student texts focus mostly on communicative quality, language style and text structure but also on content and the use of sources. The pedagogical decisions, on the other hand, almost exclusively focus on text structure and the use of sources.The results also show that shortcomings in the students' texts are crucial for teachers' summative assessments. Meanwhile, the teachers also express that students' age, their writing development in the course and the national test must be considered. These assessment norms can be compensatory and have a substantial impact on these teachers' decisions on summative assessments. The teacher groups show considerable variation in the basis for their decisions regarding summative assessment of students' writing.Finally, the teachers demonstrate a high degree of consistency within each teacher group when discussing summative assessment of students' writing. However, the assessments that individual teachers make after the discussions comply only to some extent with the group's decisions. The least degree of consistency was shown by the teacher group who, in the discussion, seemed the most consistent. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. The overall assessment consistency between the teacher groups was found to be low.
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| 43. |
- Bokander, Lars, 1972-
(författare)
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Validity considerations in the study of language learning aptitude
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Language learning aptitude is a hypothesized psychological construct that has been used to explain differences in how fast and how well people can acquire a second language (L2). It is generally assumed that language learning aptitude is a multidimensional phenomenon, meaning that it consists of sub-constructs that are not necessarily interrelated. Research on language aptitude and its relationship with language learning outcomes has been undertaken for at least 70 years but much still remains unknown about the nature of this construct. Key to understanding the effects of a hypothesized latent trait like language aptitude is to ensure that it can be meaningfully quantified, and also that whatever real world observations that the trait is supposed to be linked to (in this case, L2 acquisition) can be measured with sufficient accuracy. The present thesis set out to explore issues in the measurement of both language learning aptitude and its predicted outcome (L2 acquisition), specifically applied to a context in which the L2 is Swedish. The validity of an increasingly popular test of language aptitude, the LLAMA, was examined in detail and a test of Swedish receptive vocabulary for L2 learners (the SweLT) was developed with the aim of efficiently serving various research purposes, including the study of language aptitude effects. In addition, theoretical and methodological issues in the assessment of individual differences in second language acquisition were outlined. The results from the empirical studies suggest that the LLAMA suffers from imprecision but that it may still be useful in research if due care is given to the interpretation of the obtained test scores. For quick assessment of general proficiency in Swedish, the SweLT seems to be a promising candidate but further refinement of this test is called for. Finally, some possible implications of aptitude research are discussed, including future use of aptitude tests as practical tools for individual adaptation of educational programs for adult L2 learners of Swedish. The findings of this thesis make it clear that the LLAMA would not be suitable for this purpose.
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| 44. |
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| 45. |
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| 46. |
- Cheng, Maurice M. W., et al.
(författare)
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Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching
- 2020
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Ingår i: Learning: Research and Practice. - : Informa UK Limited. - 2373-5082 .- 2373-5090. ; 6:1, s. 70-87
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions.
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| 47. |
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| 48. |
- Cleeve, Amanda, et al.
(författare)
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Women's acceptability of misoprostol treatment for incomplete abortion by midwives and physicians : secondary outcome analysis from a randomized controlled equivalence trial at district level in Uganda
- 2016
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 11:2
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: This study aimed to assess women´s acceptability of diagnosis and treatment of incomplete abortion with misoprostol by midwives, compared with physicians.METHODS: This was an analysis of secondary outcomes from a multi-centre randomized controlled equivalence trial at district level in Uganda. Women with first trimester incomplete abortion were randomly allocated to clinical assessment and treatment with misoprostol by a physician or a midwife. The randomisation (1:1) was done in blocks of 12 and stratified for health care facility. Acceptability was measured in expectations and satisfaction at a follow up visit 14-28 days following treatment. Analysis of women's overall acceptability was done using a generalized linear mixed-effects model with an equivalence range of -4% to 4%. The study was not masked. The trial is registered at ClinicalTrials.org, NCT 01844024.RESULTS: From April 2013 to June 2014, 1108 women were assessed for eligibility of which 1010 were randomized (506 to midwife and 504 to physician). 953 women were successfully followed up and included in the acceptability analysis. 95% (904) of the participants found the treatment satisfactory and overall acceptability was found to be equivalent between the two study groups. Treatment failure, not feeling calm and safe following treatment, experiencing severe abdominal pain or heavy bleeding following treatment, were significantly associated with non-satisfaction. No serious adverse events were recorded.CONCLUSIONS: Treatment of incomplete abortion with misoprostol by midwives and physician was highly, and equally, acceptable to women.TRIAL REGISTRATION: ClinicalTrials.gov NCT01844024.
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| 49. |
- Danielsson, Anna, 1973, et al.
(författare)
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Differential gene expression in human fibroblasts after alpha-particle emitter (211)At compared with (60)Co irradiation.
- 2013
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Ingår i: International journal of radiation biology. - : Informa UK Limited. - 1362-3095 .- 0955-3002. ; 89:4, s. 250-258
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this study was to identify gene expression profiles distinguishing alpha-particle (211)At and (60)Co irradiation. Materials and methods: Gene expression microarray profiling was performed using total RNA from confluent human fibroblasts 5 hours after exposure to (211)At labeled trastuzumab monoclonal antibody (0.25, 0.5, and 1 Gy) and (60)Co (1, 2, and 3 Gy). Results: We report gene expression profiles that distinguish the effect different radiation qualities and absorbed doses have on cellular functions in human fibroblasts. In addition, we identified commonly expressed transcripts between (211)At and (60)Co irradiation. A greater number of transcripts were modulated by (211)At than (60)Co irradiation. In addition, down-regulation was more prevalent than up-regulation following (211)At irradiation. Several biological processes were enriched for both irradiation qualities such as transcription, cell cycle regulation, and cell cycle arrest, whereas mitosis, spindle assembly checkpoint, and apoptotic chromosome condensation were uniquely enriched for alpha particle irradiation. Conclusions: LET-dependent transcriptional modulations were observed in human fibroblasts 5 hours after irradiation exposure. These findings suggest that in comparison with (60)Co, (211)At has the clearest influence on both tumor protein p53-activated and repressed genes, which impose a greater overall burden to the cell following alpha particle irradiation.
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| 50. |
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