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- Hallén, Tobias, et al.
(författare)
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Circulating brain injury biomarkers increase after endoscopic surgery for pituitary tumors.
- 2021
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Ingår i: Journal of clinical neuroscience : official journal of the Neurosurgical Society of Australasia. - : Elsevier BV. - 1532-2653. ; 89, s. 113-121
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Tidskriftsartikel (refereegranskat)abstract
- Pituitary tumors and subsequent treatment with endoscopic transsphenoidal surgery (ETSS) may cause injury to suprasellar structures, causing long-term fatigue and neurocognitive impairment. A method to quantify brain injury after ETSS is not available. In this prospective, exploratory study of patients undergoing ETSS for pituitary tumors, a novel approach to detect possible neuronal damage is presented. Plasma concentrations of brain injury biomarkers (glial fibrillary acidic protein [GFAP], tau, and neurofilament light [NFL]) were measured the day before surgery, immediately after surgery, at day 1 and 5, and at 6 and 12months after surgery, using enzyme-linked immunosorbent assays. The association between the increase of biomarkers with preoperative tumor extension and postoperative patient-perceived fatigue was evaluated. Suprasellar tumor extension was assessed from MRI scans, and self-perceived fatigue was assessed using the Multidimensional Fatigue Inventory before and 6months after surgery. Thirty-five patients were included in the analysis. Compared to baseline, GFAP showed a maximal increase at day 1 after surgery (p=0.0005), tau peaked postoperatively on the day of surgery (p=0.019), and NFL reached its maximum at day 5 after surgery (p<0.0001). The increase in GFAP correlated with preoperative chiasmal compression (p=0.020). The increase in tau was correlated with preoperative chiasmal (p=0.011) and hypothalamus compression (p=0.016), and fatigue score 6months after surgery (p=0.016). In conclusion, the concentrations of brain injury biomarkers in blood increased after ETSS for pituitary tumors. The results indicate that postoperative plasma GFAP and tau might reflect astroglial and neuronal damage after ETSS.
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| 2. |
- Martínez, Carolina, et al.
(författare)
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Domestication outside of the domestic : shaping technology and child in an educational moral economy
- 2021
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Ingår i: Media Culture and Society. - : Sage Publications. - 0163-4437 .- 1460-3675. ; 43:3, s. 480-496
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs). More specifically, the article analyses domestication of digital media in the Swedish leisure-time centre (LTC), an institution in which children receive education and care before and after compulsory school. The study draws on qualitative in-depth interviews with 21 teachers as well as observations of LTCs. The article reveals what it means to have limited agency as an educator when ICTs are appropriated, and further illustrates the contradictory fact that mobile phones are objectified as stationary technologies. It also shows how both devices and content are incorporated in ways that are perceived suitable to the LTCs’ educational moral economy. An especially interesting finding is the extent to which domestication theory sheds light on power relations when applied outside of the domestic sphere.
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| 3. |
- Martinez, Carolina, et al.
(författare)
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From inspiration to enforcement : Mapping different forms of media appropriation processes
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In domestication research, the concepts of agency and social relations are fundamental (Haddon, 2016). Studies over three decades have unraveled the complexity of how users integrate media into everyday life in both domestic and non-domestic settings, and how the social context in different ways shape domestication (Martínez & Olsson, 2020). However, the analysis of agency and social relations in domestication processes can be further developed and systematized. This paper uses the concept of transaction - central within relational sociology (Dépelteau, 2015) - to understand how agents influence each other in multifold ways during the first phase of the domestication process, namely the phase of appropriation. Drawing on interviews with 22 elderly Swedes (70 to 94 years) the paper develops a typology of appropriation processes, which is based on the various ways in which the appropriator (the one who acquires a digital device or application) and agents in his/her social context transact during appropriation. The paper identifies a continuum from self-conducted inspired appropriation over to other-conducted enforced appropriation. In the first case, the appropriator is influenced by media use in his/her social context and conducts the consumption and installation process. In the last case, actors in the social context have identified perceived needs and force the appropriator to adopt digital media by managing the consumption process, the installation and the initial learning process. Between these extremes, there are other forms of appropriation processes which are explored in the paper. The paper, hence, contributes to our understanding of how agency is played out in different ways in domestication of digital media, with a specific focus on how appropriation is driven by social transactions. The paper discusses how these social transactions can be understood as power relations, and how they also can be seen as vehicles for digitalization and digital inclusion.
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| 4. |
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| 5. |
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| 6. |
- Martinez, Carolina, et al.
(författare)
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Making domestication research policy relevant
- 2023
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Ingår i: The Routledge Handbook of Media and Technology Domestication. - : Routledge. - 9781032184142 ; , s. 55-69
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Bokkapitel (refereegranskat)abstract
- From the very outset, the domestication approach was inspired by an ambition to inform policy debates. This was obvious in early delineations of the approach in the 1980s. However, later research inspired by the notion of domestication has often come to overlook this ambition. This chapter presents three examples of analyses that engage with the notion of domestication in everyday contexts, while also explicitly addressing policy. The first case is based on data collected two decades ago when home computers with Internet connections had started to become commonplace in Swedish households. The second case focuses on how Swedish teachers deal with children’s mobile phones in leisure-time centres. The third case draws on interviews with older adults covering their reflections on and use of ICTs. This chapter argues for and illustrates the policy relevance of domestication research, and points towards the future. As media technology develops, it becomes of continuous importance to offer insights from domestication research. Studies can contrast, challenge, and hopefully feed into the formation of insights into what is going on in and around media technology. To do so, policy relevance needs to be explicitly formulated and communicated to relevant stakeholders as an integral part of research practice.
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| 7. |
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| 8. |
- Martinez, Carolina, et al.
(författare)
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The role of “children’s interests” in leisure-time pedagogy: The case of children’s digital media interests
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The concept of children’s interests is central within leisure-time pedagogy. For instance, the Swedish curriculum states that education in the leisure-time center should take as its point of departure “students’ needs, interests and experiences, but also make sure that students’ are challenged continuously by inspiring them to make new discoveries” (Swedish national agency for education, 2019: 22). In this paper, we aim to show how this formulation actually makes possible any approach towards children’s interests in leisure-time teacher’s work.To show this, we focus on how leisure-time teachers approach one specific part of children’s interests, namely children’s digital media interests. That is, the media children select spontaneously when they are free to choose, such as social media platforms and digital games. We analyze the ways in which leisure-time teachers integrate children’s digital media interests in the centers (or not) and how they argue for their various approaches.The study is based on in-depth interviews with 21 leisure-time teachers working in the South of Sweden. As theoretical framework we use domestication theory (Haddon 2016), which focuses on how people integrate media technology as part of specific social contexts, and how values and norms contribute to shaping media use.The results show how teachers approach children’s digital media interests in four main ways: by rejecting, restricting, instrumentalizing or incorporating them. This variation shows how the formulation in the curriculum mentioned above actually makes possible any approach towards children’s interests. It is possible to argue for a complete rejection of children’s digital media interests with the argument that they should provide other experiences than students get in their homes, but also for an incorporation of children’s digital media interests, based on for instance the argument that children should be able to decide on their “free time”.This paper is relevant to Nordic educational research as it discusses core concepts within leisure-time pedagogy and problematizes teachers’ work.ReferencesHaddon L (2016) The domestication of complex media repertoires. In: Sandvik K, Thorhauge AM and Valtysson B (eds) The Media and the Mundane. Göteborg: Nordicom, 17-30. Swedish national agency for education (2019). Available at: https://www.skolverket.se/download/18.35e3960816b708a596c3965/1567674229968/pdf4206.pdf
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| 9. |
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| 10. |
- Martinez, Carolina, et al.
(författare)
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The warm expert—A warm teacher? : Learning about digital media in intergenerational interaction
- 2022
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Ingår i: Convergence. The International Journal of Research into New Media Technologies. - : Sage Publications. - 1354-8565 .- 1748-7382. ; 28:6, s. 1861-1877
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Tidskriftsartikel (refereegranskat)abstract
- The concept warm experts originally referred to people who helped their friends and family to come to terms with home-based computers and Internet connections. As digital technologies have continuously come to permeate our everyday lives, the tasks for warm experts have grown in kinds and character. The present study contributes to our understanding of warm experts by exploring the learning process involving the warm expert and the less knowledgeable other(s). Drawing on interviews with older adults (70 to 94 years of age), the study specifically explores older users’ experiences of learning about digital media with children and grandchildren. The results reveal how interaction with warm experts constituted important learning opportunities for the older adults, in which they developed their skills in using digital media. However, establishing potential learning situations and learning from warm experts was not a straightforward matter, but surrounded by a multitude of barriers structuring the possibilities for learning. This shows how the role of the warm expert is fluid and materializes in different ways in different situations. The warm expert can take the position (or be positioned) as one who solves technical issues. The warm expert can be one who fails in teaching, or one who adopts the position as a warm teacher and contributes to learning among the less knowledgeable user. In order to also be a warm teacher, the warm expert needs to understand the specific learning needs and styles of the less knowledgeable other and adapt to these needs.
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