| 1. |
- Awad, Wael, et al.
(författare)
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Structural and Biophysical Characterization of Human EXTL3 : Domain Organization, Glycosylation, and Solution Structure
- 2018
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Ingår i: Biochemistry. - : American Chemical Society (ACS). - 0006-2960 .- 1520-4995. ; 57:7, s. 1166-1177
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Tidskriftsartikel (refereegranskat)abstract
- Heparan sulfate proteoglycans are proteins substituted with one or more heparan sulfate (HS) polysaccharides, found in abundance at cell surfaces. HS chains influence the activity of many biologically important molecules involved in cellular communication and signaling. The exostosin (EXT) proteins are glycosyltransferases in the Golgi apparatus that assemble HS chains on HSPGs. The EXTL3 enzyme mainly works as an initiator in HS biosynthesis. In this work, human lumenal N-glycosylated EXTL3 (EXTL3ΔN) was cloned, expressed in human embryonic kidney cells, and purified. Various biophysical and biochemical approaches were then employed to elucidate the N-glycosylation sites and the function of their attached N-glycans. Furthermore, the stability and conformation of the purified EXTL3ΔN protein in solution have been analyzed. Our data show that EXTL3ΔN has N-glycans at least at two positions, Asn290 and Asn592, which seem to be critical for proper protein folding and/or release. EXTL3ΔN is quite stable, as high temperature (∼59 °C) was required for denaturation. Deconvolution of the EXTL3ΔN far-UV CD spectrum revealed a substantial fraction of β sheets (25%) with a minor proportion of α-helices (14%) in the secondary structure. Solution small-angle X-ray scattering and dynamic light scattering revealed an extended structure suggestive of a dimeric arrangement and consisting of two distinct regions, narrow and broad, respectively. This is consistent with bioinformatics analyses suggesting a 3-domain structure with two glycosyltransferase domains and a coiled-coil domain.
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| 2. |
- Bergnell, Anneli
(författare)
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Med kroppen som illustration : Hur förskolebarn prat-skapar naturvetenskap med hjälp av multimodala och kroppsförankrade förklaringar
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to combine three research areas, namely preschool, science and illustrations, in order to examine (a) how modes are combined when references to the body are made or the body as such are used to explain scientific concepts and phenomena in preschool science education, and (b) how do the children handle, explore, discuss and talk science when approaching multimodally illustrated scientific contents in the studied activities. Four studies were conducted, all of which were built on empirically generated questions and were theoretically grounded in cultural-historical and multimodal perspectives. Participants were preschool students, aged 4-6 years, from three preschool groups, as well as their teachers and two science centre guides. Specific focus was directed toward activities where adults and children use their bodies or refer to their bodies to illustrate scientific concepts, for example, “the water circle” in a board-and-dice-game (study I); “water has the power to lift,” in experiments relating to a life-jacket (study II); stability in a drama-play and related experiments (study III); and evaporation in embodied illustrations and hands-on activities (study IV). The empirical material consisted mainly of video recordings. A multimodal approach was adopted for the analyses.The results indicate that multimodal illustrations may be complicated for this target group. Difficulties were found to intensify, rather than decrease, by the fact that different modes and elements were often intricately combined in the same illustration, presumably with the intention of providing instruction as well as entertainment. From the four studies, it became evident that, even if the current natural science offered in preschool education often is conducted as “discovery learning”, the assumption that children can learn complex content without support cannot be left unquestioned. This thesis illustrates the crucial role played by a guiding teacher when it comes to concretizing abstract scientific phenomena for young children. A conscious introduction of bodily-based elements in multimodal illustrations may be useful on such occasions. However, even with such seemingly transparent components included, we cannot take adequate meaning-making for granted.
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| 4. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Förskolechefens ansvar och uppdrag ur ett kommunalt förvaltningsperspektiv
- 2015
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Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 11:9, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- The revision of the Swedish Education Act and of the Pre-School Curriculum of 2010 involved ademand for improved pedagogical quality and for an alteration and clarification of roles and responsibilitieswithin the pre-school sector. In the revision the responsibilities, authorizations and rights to make decisions ofthe Heads of Preschool were articulated and clarified. This article describes and discusses how the newresponsibilities and tasks of the Heads of Preschool have been interpreted and how the response to the revisionshas manifested itself within a framework of municipal public administration. The data used consists of aquestionnaire answered by 48 administrative officials with responsibility for education government in differentmunicipalities. The result shows that the Heads of Preschool in a majority of municipalities are faced withincreasing responsibilities and a new accountability structure. In order to meet the demands for improvedpedagogical quality they are also expected to provide competence development opportunities for preschool staff.
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| 5. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.
- 2019
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 87-112
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Tidskriftsartikel (refereegranskat)abstract
- Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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| 7. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Kommunal förvaltning som politisk aktör: Ett perspektiv på policy och förändring inom förskollärarprofessionen.
- 2019
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 24:2, s. 5-28
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att bidra med kunskap om vad som sker på kommunal nivå i spåren av en nationell policyrevidering. I artikeln beskrivs hur förvaltningstjänstemän inom kommunala utbildningsförvaltningar har tolkat och arbetat med att implementera 2010 års skollags- och läroplansrevidering med fokus på förtydligandet av förskollärarens ansvar. Mer specifikt fokuseras förvaltningstjänstemäns bedömningar av förskollärares, och i viss mån förskolechefers och annan förskolepersonals, kompetensutvecklingsbehov och vilka utbildningsinsatser som har genomförts som en följd av policyrevideringarna. Av resultatet framgår att satsningar på kompetensutveckling rörande kvalitetssäkring genom pedagogisk dokumentation och utvärdering samt ämneskunskap har prioriterats högre än insatser för att stödja förskollärare i ansvaret för att leda det pedagogiska arbetet. Avslutningsvis diskuteras och problematiseras dels vad förvaltningstjänstemäns olika tolkningar och ageranden kan komma att betyda för förskolläraren som professionell aktör med ett förtydligat kvalitativt ansvar för den pedagogiska verksamhet som arbetslaget gemensamt ska genomföra och dels vad olika tolkningar och utbildningsinsatser kan innebära i ett professionsperspektiv.
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