| 1. |
- James, Anna, et al.
(författare)
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The influence of aspirin on release of eoxin C4, leukotriene C4 and 15-HETE, in eosinophilic granulocytes isolated from patients with asthma
- 2013
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Ingår i: International Archives of Allergy and Immunology. - : S. Karger AG. - 1018-2438 .- 1423-0097. ; 162:2, s. 135-42
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Tidskriftsartikel (refereegranskat)abstract
- Background: The effect of aspirin on the release of key arachidonic acid metabolites in activated eosinophils from subjects with aspirin-intolerant asthma (AIA) has not been investigated previously, despite the characteristic eosinophilia in AIA. Methods: Peripheral blood eosinophils were isolated from four groups of subjects: healthy volunteers (HV; n = 8), mild asthma (MA; n = 8), severe asthma (SA; n = 9) and AIA (n = 7). In the absence or presence of lysine-aspirin, eosinophils were stimulated with arachidonic acid or calcium ionophore to trigger the 15-lipoxygenase-1 (15-LO) and 5-lipoxygenase (5-LO) pathways, respectively. 15(S)-hydroxy-eicosatetraenoic acid (15-HETE) and eoxin C4 (EXC4) were measured as 15-LO products and leukotriene (LT)C4 as a product of the 5-LO pathway. Results: Activated eosinophils from patients with SA and AIA produced approximately five times more 15-HETE than eosinophils from HV or MA patients. In the presence of lysine-aspirin, eosinophils from AIA, MA and SA patients generated higher levels of 15-HETE than in the absence of lysine-aspirin. Furthermore, in the presence of lysine-aspirin, formation of EXC4 was also significantly increased in eosinophils from AIA patients, and LTC4 synthesis was increased both in AIA and SA patients. Conclusions: Taken together, this study shows an increased release of the recently discovered lipid mediator EXC4, as well as the main indicator of 15-LO activity, 15-HETE, in activated eosinophils from severe and aspirin-intolerant asthmatics, and also elevated EXC4 and LTC4 formation in eosinophils from AIA patients after cellular activation in the presence of lysine-aspirin. The findings support a pathophysiological role of the 15-LO pathway in SA and AIA.
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| 2. |
- Shah, S, et al.
(författare)
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Genome-wide association and Mendelian randomisation analysis provide insights into the pathogenesis of heart failure
- 2020
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Ingår i: Nature communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 11:1, s. 163-
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Tidskriftsartikel (refereegranskat)abstract
- Heart failure (HF) is a leading cause of morbidity and mortality worldwide. A small proportion of HF cases are attributable to monogenic cardiomyopathies and existing genome-wide association studies (GWAS) have yielded only limited insights, leaving the observed heritability of HF largely unexplained. We report results from a GWAS meta-analysis of HF comprising 47,309 cases and 930,014 controls. Twelve independent variants at 11 genomic loci are associated with HF, all of which demonstrate one or more associations with coronary artery disease (CAD), atrial fibrillation, or reduced left ventricular function, suggesting shared genetic aetiology. Functional analysis of non-CAD-associated loci implicate genes involved in cardiac development (MYOZ1, SYNPO2L), protein homoeostasis (BAG3), and cellular senescence (CDKN1A). Mendelian randomisation analysis supports causal roles for several HF risk factors, and demonstrates CAD-independent effects for atrial fibrillation, body mass index, and hypertension. These findings extend our knowledge of the pathways underlying HF and may inform new therapeutic strategies.
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| 3. |
- Wold, Dag Erik, et al.
(författare)
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Hva finnes av forskning på/om friluftsliv for/i høyere utdanning i Norge? - En oversiktsstudie over forskning(slitteratur) på friluftsliv innen høyere utdanning
- 2023
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Konferensbidrag (refereegranskat)abstract
- Friluftslivets rolle som historisk kulturbærer og identitetsmarkør i Norge har bidratt til at friluftsliv i dag har en sterk posisjon i det norske utdanningssystemet. I høyere utdanning kommer dette til uttrykk ikke bare i (kroppsøvings)lærerutdanningen, men også i bachelor utdanninger i idrett og friluftsliv, i naturguideutdanninger og i veglednings og eventyrspedagogikk. Ulike idéer og teorier om pedagogikk, lederskap og gruppedynamikk har blitt utviklet innenfor høyere utdanning i friluftsliv i Norge. En del av disse ideene har også handlet om hvorvidt relasjonen mellom mennesker og natur er økologisk bærekraftig. Per i dag savnes det, etter vår kjennskap, en oversikt over forskning på friluftsliv innen høyere utdanning. Hovedmålet med studien er derfor å kartlegge hvilke tema forskningslitteraturen på/om friluftsliv for/i høyere utdanning i Norge belyser.Vi finner det hensiktsmessig å kombinere en scoping review gjennom elektronisk søking i databaser med en manuell søking av kurslitteratur og pensum i emner og kurs i friluftsliv på norske universitet og høyskoler. Temaene og søkeordene som inngår i studien er friluftsliv (OR Outdoor education OR Outdoor* OR Adventure* OR Wilderness*) AND høyere utdanning (OR Higher Education OR Universit* OR Høyskole OR Høgskole OR Høgskule OR College OR School (folkehøgskole) OR Physical Education Teacher Education OR Teacher training*) AND Norge (OR Norwegian OR Norway). Den elektroniske søkingen kommer til å gjennomføres i databasene EBSCO(ERIC), Google Scholar, BASE, Norart og Idunn. Den manuelle søkingen kommer til å gjennomføres på x norske læresteder der litteraturlister for kurs med ordet friluftsliv i tittelen inkluderes. Målet med det manuelle søket er å inkludere vitenskapelige bokkapittel (antologier) og annen litteratur som er basert på forskning, men som ikke finnes tilgjengelig elektronisk. Ettersom studien nylig er påbegynt, har vi per i dag ingen resultater å legge frem. Preliminære funn vil bli presentert på konferansen. Vi vil ha søkelys på den historiske utviklingen, endringer og diskurser i friluftslivsundervisningen i høyere utdanning, samt diskutere danningspotensialer og tema som ikke blir belyst i forskningen.
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| 4. |
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- 2019
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Tidskriftsartikel (refereegranskat)
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| 5. |
- Backman, Anders, et al.
(författare)
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easyADL – Wearable Support System for Independent Life despite Dementia
- 2006
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Ingår i: ACM CHI 2006 Workshop onDesigning Technology for People with Cognitive Impairments.
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Konferensbidrag (refereegranskat)abstract
- This position paper outlines the easyADL project, a two-year project investigating the possibility of using wearable technology to assist people suffering the dementia disease in performing Activities of Daily Living (ADL). An introduction to the egocentric interaction modeling framework is provided and the virtual reality based development methodology is discusssed.
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| 6. |
- Backman, Christer, et al.
(författare)
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Unusual arrhythmogenic myocardial disease
- 2014
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Ingår i: International Cardiovascular Forum Journal. - : Barcaray International Publishing. - 2410-2636 .- 2409-3424. ; 1:4, s. 195-196
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Tidskriftsartikel (refereegranskat)
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| 7. |
- Backman, Erik, 1972-, et al.
(författare)
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A Physical Education teacher should know - what? Empirical observations of learning objectives for future Physical Education teachers in Sweden
- 2011
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Ingår i: Presentation av paper vid AARE Conference, Hobart, Tasmanien.
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Konferensbidrag (refereegranskat)abstract
- In Physical Education (PE), as well as in several other school subjects, the content knowledge has been proven to be reproduced through strong subject traditions. In PE, this reproduction has promoted children who are already privileged in school and society. In this paper, explanations to the difficulties of influencing subject traditions in PE are searched within Physical Education Teacher Education (PETE). Learning objectives stipulated in curricula documents within teacher training courses at six Swedish PETE institutions have been investigated. The preliminary results of the study indicate that the learning objectives expressed appear to reproduce the dominance of (natural) scientific and behaviouristic traditions in PETE and a dualistic approach to PE teacher knowledge. These results will be discussed in relation to theories of teacher knowledge. Exploring learning objectives within PETE may be of significance for the construction of PE knowledge at a school level and may also offer explanations to the promotion and marginalisation of children in PE teaching.
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| 8. |
- Backman, Erik, 1972-, et al.
(författare)
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Activating students as resources in physical education – a complex process making symbolic, social and physical capital visible
- 2022
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Konferensbidrag (refereegranskat)abstract
- It is well established that Assessment for Learning (AfL) is a model for assessment that strengthens young peoples’ learning in schools as well as in higher education. This is also the case in school physical education and in physical education teacher education (PETE). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalized as peer assessment. In physical education, peer assessment has proven to strengthen learning for both the observer and the observed.One dimension of peer assessment, that has only scarcely been covered in the physical education context, but that is more highlighted in research of peer assessment in general teacher education, is the tensions inherent in giving feedback to peers, and perhaps friends, on their work. It has been argued that teacher students do not feel comfortable when critiquing other teacher students, and that peer assessment could reflect friendships more than learning outcomes.In the physical education context, studies have shown that peer assessment is one area that physical education teachers are sceptical about. Further, it has been argued that pupils can be mean to each other if implementing peer assessment during physical education teaching. In this paper we aim to dig deeper into this problematic aspect of peer assessment in physical education.More specifically, drawing on the French sociologist Pierre Bourdieu’s concept of capital and using qualitative methodology, the question that will guide our analysis reads:What capabilities and behaviours among students are by PETE students and physical education teachers acknowledged as legitimate and valuable when peer assessment is implemented in physical education teaching? Preliminary results show that in order for peer assessment to be successful in physical education teaching questions regarding who gives feedback on what needs to be considered.
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| 9. |
- Backman, Erik, 1972-, et al.
(författare)
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Activating students as resources in physical education teacher education – a complex process making social and physical capital visible.
- 2023
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Konferensbidrag (refereegranskat)abstract
- It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.MethodologyThe study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021). The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010). Educational challenges following when ‘the what’ is reflected in ‘the how’The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other. The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.ReferencesAlvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL AssessmentBourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assess
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| 10. |
- Backman, Erik, 1972-, et al.
(författare)
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Assessment of movement in Swedish PETE : A matter of learning or just ticking a box?
- 2017
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Konferensbidrag (refereegranskat)abstract
- The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.ReferencesBackman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: RoutledgeTinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.
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