| 1. |
- Jansen, Willemijn J, et al.
(författare)
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Prevalence Estimates of Amyloid Abnormality Across the Alzheimer Disease Clinical Spectrum.
- 2022
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Ingår i: JAMA neurology. - : American Medical Association (AMA). - 2168-6157 .- 2168-6149. ; 79:3, s. 228-243
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Tidskriftsartikel (refereegranskat)abstract
- One characteristic histopathological event in Alzheimer disease (AD) is cerebral amyloid aggregation, which can be detected by biomarkers in cerebrospinal fluid (CSF) and on positron emission tomography (PET) scans. Prevalence estimates of amyloid pathology are important for health care planning and clinical trial design.To estimate the prevalence of amyloid abnormality in persons with normal cognition, subjective cognitive decline, mild cognitive impairment, or clinical AD dementia and to examine the potential implications of cutoff methods, biomarker modality (CSF or PET), age, sex, APOE genotype, educational level, geographical region, and dementia severity for these estimates.This cross-sectional, individual-participant pooled study included participants from 85 Amyloid Biomarker Study cohorts. Data collection was performed from January 1, 2013, to December 31, 2020. Participants had normal cognition, subjective cognitive decline, mild cognitive impairment, or clinical AD dementia. Normal cognition and subjective cognitive decline were defined by normal scores on cognitive tests, with the presence of cognitive complaints defining subjective cognitive decline. Mild cognitive impairment and clinical AD dementia were diagnosed according to published criteria.Alzheimer disease biomarkers detected on PET or in CSF.Amyloid measurements were dichotomized as normal or abnormal using cohort-provided cutoffs for CSF or PET or by visual reading for PET. Adjusted data-driven cutoffs for abnormal amyloid were calculated using gaussian mixture modeling. Prevalence of amyloid abnormality was estimated according to age, sex, cognitive status, biomarker modality, APOE carrier status, educational level, geographical location, and dementia severity using generalized estimating equations.Among the 19097 participants (mean [SD] age, 69.1 [9.8] years; 10148 women [53.1%]) included, 10139 (53.1%) underwent an amyloid PET scan and 8958 (46.9%) had an amyloid CSF measurement. Using cohort-provided cutoffs, amyloid abnormality prevalences were similar to 2015 estimates for individuals without dementia and were similar across PET- and CSF-based estimates (24%; 95% CI, 21%-28%) in participants with normal cognition, 27% (95% CI, 21%-33%) in participants with subjective cognitive decline, and 51% (95% CI, 46%-56%) in participants with mild cognitive impairment, whereas for clinical AD dementia the estimates were higher for PET than CSF (87% vs 79%; mean difference, 8%; 95% CI, 0%-16%; P=.04). Gaussian mixture modeling-based cutoffs for amyloid measures on PET scans were similar to cohort-provided cutoffs and were not adjusted. Adjusted CSF cutoffs resulted in a 10% higher amyloid abnormality prevalence than PET-based estimates in persons with normal cognition (mean difference, 9%; 95% CI, 3%-15%; P=.004), subjective cognitive decline (9%; 95% CI, 3%-15%; P=.005), and mild cognitive impairment (10%; 95% CI, 3%-17%; P=.004), whereas the estimates were comparable in persons with clinical AD dementia (mean difference, 4%; 95% CI, -2% to 9%; P=.18).This study found that CSF-based estimates using adjusted data-driven cutoffs were up to 10% higher than PET-based estimates in people without dementia, whereas the results were similar among people with dementia. This finding suggests that preclinical and prodromal AD may be more prevalent than previously estimated, which has important implications for clinical trial recruitment strategies and health care planning policies.
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| 2. |
- Mattsson, Jan-Eric, 1949-, et al.
(författare)
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Biology Teaching Has to Be Founded on the Theory of Evolution
- 2020
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Ingår i: New Perspectives in Science Education - Conference Proceedings 2020. - Bologna : Filodiritto Editore. - 9788885813908 ; , s. 257-260
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Konferensbidrag (refereegranskat)abstract
- Scientific revolutions may be characterized by the replacement of some fundamentaltheories by others, changes of scientific practices, transforming the world, and reachingpopular consciousness. The theory of evolution by natural selection by Darwin is a goodexample. The expressions of the theory may change over time; Darwin’s hypotheseswere in an ordinary language, today often presented as mathematical models. Thus, thetheory is explanatory only if the context is well-known and the concepts used are clear.Artificial and natural selection differ, as the (artificial) action based on the choices ofacting individuals to reach specific long-term goals, are completely different from the(natural) act (active or passive) by organisms to achieve something within the nextminute. Thus, for humans it may be hard to identify the natural selective forces leadingto changes, although it is possible to use the perspective of Darwin on cultural activities.The theory of organic evolution was developed more than 150 years ago, and explainsalmost all of the phenomena in biology. Anyhow, the use of the theory in biology teachingis astonishingly low. Almost all teaching from primary schools to universities, is basedon facts or simple mechanisms between individuals. Biological communities on differentlevels from biotopes to biomes may be included in the curricula but only a small numberof students seem to understand the evolutionary background and its processes. In orderto increase the understanding of evolutionary theory, some ideas how to reform teachingin general and how to create a better understanding, through fieldwork, observations innature, discussions etc., are presented.
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| 3. |
- Mattsson, Jan-Eric, 1949-, et al.
(författare)
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The Closing Down of Schools due to the COVID-19 Pandemic and the Consequences for Science Education
- 2021
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Ingår i: New Perspectives in Science Education 10th edition. - Bologna : Filodiritto Editore. - 9791280225146 ; , s. 235-238
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Konferensbidrag (refereegranskat)abstract
- Because of the outbreak of the COVID-19 pandemic in the year 2020 many countriesclosed down education on all levels. The students are supposed to conduct their studiesat home with digital support from their institutions. In science teaching, with laboratorywork, field studies and other types of practical work as important parts of the studies andalso the reflective parts, usually often in dialogue form, are suffering. At home the studentseems to lack ability for a deeper understanding, especially as teachers showed anincreased tendency to base their grading on written texts. This creates a general lowerdegree of understanding outside the classroom as texts easily may be copied withoutcontent knowledge. In the classroom the presence of, not only the teacher, but also otherstudents, stimulate or trigger the wish of deeper understanding. Thus, the teacher hasto behave otherwise when working in the digital word compared to in the classroom.Based on interviews with teachers and out our own experiences we here present somebasic problems of science teaching in a pandemic world and how they may be solved.Thus, some principles for the design and structure of homework tasks useful for teacherswill be presented. The suggestions presented will hopefully promote deeperunderstanding of learning processes and their environmental dependence.
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| 4. |
- Mutvei, Ann, 1958-, et al.
(författare)
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Can Teaching on Ticks Increase Learning about Body and Health?
- 2021
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Ingår i: New Perspectives in Science Education 10th edition. - Bologna : Filodiritto Editore. - 9791280225146 ; , s. 467-470
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Konferensbidrag (refereegranskat)abstract
- An important part of the biology subject matter in school is the biological processes in the human body and health. In the Swedish curriculum these are present in all years of the compulsory school. Anyhow, students do not have an overall understanding of health and bodily functions. The misunderstandings of the nutritional processes of the human body have been reported by several authors. We have been teaching physiology to preservice teacher and biology students for several years trying to reach a better understanding of processes in the human body. The present study shows teaching of health and body starting with a discussion about ticks and the various diseases they spread in the Stockholm area. Nine preservice teacher students participated in four weeks of biology studies, including ecological processes and organisms’ life cycles. The last week was devoted to body and health. The idea was to begin with the circulatory system as students often focus on the various functions of the organ but forget to link it to the blood system. By connecting to the students' previous knowledge of organisms and ecosystems to body and health, we started with an introduction of tics by going out collecting and investigating their morphology and life cycle and continued with a video clip showing how the virus and bacteria are spread through the blood. The following lessons contained function of body systems, nutrition and the immune system. After this the students wrote reflections from three different lessons about their learning and what was surprising. They also wrote a lesson plan for teaching body and health in primary school (year 4-6). At the end of the course, the students had an examination in three parts where one was concentrated on body and health. Results from the reflections and the written exam showed that the students understood the interaction between the different parts of the body better and the importance of the circulatory system, but also between different organisms and how they may affect each other. The inclusion of ticks in the course increased the understanding.
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| 5. |
- Mutvei, Ann, 1958-, et al.
(författare)
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Imagination; Where Science Formulate Different Hypothesis And Explanations Helping The Understanding Of The Language And Soul Of Chemistry
- 2020
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Ingår i: Proceedings of ESERA 2019. - Bologna : ALMA MATER STUDIORUM – University of Bologna. - 9788894587401 ; , s. 401-408
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Konferensbidrag (refereegranskat)abstract
- New understanding is realized by creative learning where students are involved in meaningful learning, ownership of learning, control of learning processes and innovation. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation from the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations and subject matter. During several years we have developed courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites as future professional teachers. We have investigated different methods and designs of teaching; conceptual understanding and conceptual change theory, discourse-based understanding and Dewey’s view of learning. In this study we are focusing on exploring the variation of students creative learning through a chemistry course. Permitting the particulate subject matter of chemistry to demonstrate as universal dramaturgical framework for conceptual learning and embodied experience. Chemistry involves considerable amounts of abstract conceptual thinking, molecular understanding and language. The focus of our study is the exploration of how conceptual abstract molecular understanding of phenomena in nature emerges through different teaching approaches, and imagination transformed into universal understanding, which provides the students with a sense of empowerment and a positive outlook on their future profession as teachers.
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