| 1. |
- Andersson Konke, Linn, 1984-
(författare)
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Early Self-Regulation in Infant Siblings : Specific and Shared Associations to Emerging Autism and Co-ocurring ADHD
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to examine aspects of self-regulation and the emergence of co-occurring autism and ADHD traits early in life, to enhance our understanding of specific and shared mechanisms underlying these conditions. Previous studies have shown that vulnerabilities in temperament and executive functions (EF) are closely related to both conditions, with overlapping as well as specific features associated to each phenotype. However, most previous studies focus on older children, and it is unclear if specific and shared markers are evident already before symptoms of autism and ADHD emerge. By using an infant-sibling design we were able to follow infants with a family history of autism and/or ADHD, before clinical symptoms emerge. Study I and II focused on infant temperament as either predictors of later autistic and/or ADHD traits or as being predicted by familial quantitative traits, to understand specific and shared associations to autistic and ADHD traits. In Study I, we examined if temperament traits in 1.5-year olds predict autism and ADHD traits at 3 years. Parent-rated temperament showed specific associations to autistic or ADHD traits, respectively. We found some overlap in regulation difficulties across both trait domains. In Study II, we explored the possibility to use probands’ autistic and ADHD traits to predict temperament traits in their 10-month old infant siblings (a between-individual design). We found that higher levels of probands’ autistic symptoms were specifically associated to lower levels of infant sibling’s approach, whereas higher levels of proband’s ADHD symptoms were specifically associated to increased activity levels in the infant siblings. Proband autism and ADHD traits thus provide unique information about the infant siblings’ temperament. Study III focused on specific and shared links between executive functions and deferred gratification and concurrent associations to autistic traits, ADHD traits, and adaptive behaviors in 3-year-olds. We found that deferred gratification may function as a protective factor, moderating autistic traits and adaptive behaviors and thus act as a buffer for adaptive behaviors Together, these studies contribute to our understanding of specific and shared early aspects of self-regulation and their associations to autistic and/or ADHD traits.
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| 5. |
- Brolin, Karin, 1974, et al.
(författare)
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A prestudy of the potential of using finite element analysis for understanding horse accidents
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This prestudy is an investigation into the potential of using the THUMS [5] model and LS-Dyna [6] simulations to understand the risk of thorax injury in horse related accidents such as horse kicks, tramples, falls from horse backs or rotational falls. A simple model of a security vest was also developed for the THUMS model, to facilitate injury risk comparisons with and without the vest. The severity of thorax injuries was quantified by measuring local stresses and strains in the cortical bone of the ribs, as well as the total deformation of the thorax, measured with Dmax and DcTHOR [2]. This prestudy attempt to answer five questions:•What is the worst location on the chest to be trampled by a horse with respect to rib fractures?•How does the stiffness of the ground compound affect the risk of rib fractures when trampled by a horse?•How does the risk of thorax injuries vary when falling off a horseback in different angles?•How does the momentum of a horse kick affect the risk of thorax injury on the THUMS model with and without a protective vest?•How can a rotational fall be modelled and how severe is the injury outcome?Simulations were set up in LS-Dyna with the THUMS model representing the human body with different environments built up around it representing the scenarios in the five questions. The structure of the report follows the five questions through both the method and results sections.
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| 6. |
- Brolin, Karin, 1974, et al.
(författare)
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Explicit finite element methods for equestrian applications
- 2016
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Ingår i: Procedia Engineering. - : Elsevier BV. - 1877-7058 .- 1877-7058. ; 147, s. 275-280
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Konferensbidrag (refereegranskat)abstract
- A virtual human body model (HBM), developed for vehicle crash simulations, was used to conduct a pilot study of dangerous accidents that occur in equestrian sports. It was performed to illustrate the potential that the explicit finite element (FE) HBMs have to improve rider safety and to assess the protective capacity of the safety vest. Four different questions were addressed: 1. When a rider is trampled by a horse, how does the risk of injury vary with chest impact location? 2. Does a safety-vest provide protection if the rider is kicked by a horse and does the protection vary with the violence of the hoof impact? 3. Can a safety-vest provide any benefit when the rider is hit by the horse after a rotational fall? 4. How does the risk for thoracic injuries vary when the rider falls off the back of a horse at different angles? The HBM was the Total Human Model for Safety AM50 version 3.0 (Toyota Motor Corporation, Japan), improved for thorax injury predictability in a previous automotive project. The FE code was LS-DYNA (Livermore Software Technology Corporation, USA). Models of a generic safety vest, a horse impactor and a hoof were developed as part of this project. The risk of thorax injury was evaluated with stresses and strains measured for each rib, and the chest deformation criteria Dmax and DcTHOR. 1. The risk of injury was higher for hoof impacts close to the sternum compared to more lateral locations that had up to 25% less risk. Hence, this knowledge could be used to optimize novel safety-vest designs with HBM simulations. 2. Yes, the safety-vest provided protection against horse kicks, and it varied with the violence of the kick. Therefore, if the range of impact energy that occurs in real-world accidents is known, HBM simulations can be used to optimize the vest material properties. 3. No, the safety-vest did not provide any benefit when the horse lands on top of the rider. This conclusion suggests that safety measures should focus on preventing this type of accident, rather than designing personal protection for the rider. 4. When the rider falls with the head first, the number of predicted rib fractures increases compared to flat falls. However, the model predicts rib fractures for all of the falls simulated from a height of 1.5 meters for a rider without a safety vest. To conclude, FE HBMs have the potential to improve equestrian safety and further studies on equestrian safety-vests designs are warranted. (C) 2016 The Authors. Published by Elsevier Ltd.
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| 7. |
- Chambers, John C., et al.
(författare)
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Genetic loci influencing kidney function and chronic kidney disease
- 2010
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Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 42:5, s. 373-375
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Tidskriftsartikel (refereegranskat)abstract
- Using genome-wide association, we identify common variants at 2p12-p13, 6q26, 17q23 and 19q13 associated with serum creatinine, a marker of kidney function (P = 10(-10) to 10(-15)). Of these, rs10206899 (near NAT8, 2p12-p13) and rs4805834 (near SLC7A9, 19q13) were also associated with chronic kidney disease (P = 5.0 x 10(-5) and P = 3.6 x 10(-4), respectively). Our findings provide insight into metabolic, solute and drug-transport pathways underlying susceptibility to chronic kidney disease.
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| 13. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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‘Clear educational routes’: An example of conservative modernization in Swedish upper secondary schools
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:7, s. 854-869
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns the development of education for young students in Sweden who do not attend regular pathways in upper secondary education, and analyses the changes of educational policy and the organizing of teaching for this group of students. The centre of interest is the upper secondary educational reform carried out in 2011. With this reform, a structure of five ‘clear educational routes’ was established for students who did not fulfil the eligibility requirements for the regular programmes. We show how, since the reform of 2011, two diverse national policies have co-existed regarding the organizing of studies for students outside the regular programmes: on the one hand a policy with imperatives of clarity, and on the other hand indistinct guidelines and with delegation. A survey of municipalities in two districts on the local organizing of the introductory programmes provides results. In this new era of ‘clear educational routes’ an increasingly differentiated, ambiguous and fragmented upper secondary school system is taking shape.
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| 14. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Framgångsrika lärmiljöer som handlingsnät
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 69-77
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 16. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Internal marketisation and teachers defending their educational setting – Accounting and mobilisation in Swedish upper secondary education.
- 2011
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Ingår i: Education Inquiry. - 2000-4508. ; 2:4, s. 619-636
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Tidskriftsartikel (refereegranskat)abstract
- The article shows how, today, internal marketisation processes are intrinsic to Swedish educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened.
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| 17. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Introduktionsprogrammen i gymnasieskolan
- 2015
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Ingår i: Lindblad, S. & Lundahl, L. (red.). Utbildning - makt och politik.. - Lund : Studentlitteratur. - 9789144076836 ; , s. 81-96
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Synlig pedagogik och subtila interaktionsmönster: fallstudier av framgångsrik undervisning vid IV och IM
- 2014
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Ingår i: Utbildning och Demokrati. - 1102-6472. ; 2014:2, s. 71-91
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Tidskriftsartikel (refereegranskat)abstract
- Visible pedagogy and subtle interactions. Successful teaching in upper secondary education for students not eligible for regular programmes. In this article, two examples of teaching for students not eligible for regular programmes in Swedish upper secondary education are analysed. These were selected as they are representative of teaching that the students have spoken highly of. A theoretical point of departure are theories of organizing which focus on connections of actions and institutionalized patterns. Institutionalized patterns of visible pedagogy with strong classification and strong framing (cf. Bernstein 1975) are identified. However, the two examples also show other more subtle interactions. These are analysed and shown to be of importance with the help of concepts from John Dewey (1916) and his emphasis on the role of communication and interaction in the educational process.
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| 21. |
- Henning Loeb, Ingrid, 1962, et al.
(författare)
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Vad är Yrkesintroduktion och hur kan den utformas?
- 2012
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Ingår i: Lärare och lärande i yrkesprogram och introduktionsprogram. - Lund : Studentlitteratur. - 9789144074412
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 22. |
- Lumsden Wass, Karin, 1969, et al.
(författare)
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Att integrera skola och arbete - Utmaningar i vårdlärares möte med nyanlända
- 2019
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Ingår i: Att utveckla utbildningspraktiker. Analys, förståelse och förändring genom teorin om praktikarkitekturer. I. Henning Loeb, L. Langelotz & K. Rönnerman. (red). - Lund : Studentlitteratur. - 9789144132129 ; , s. 217-240
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Bokkapitel (refereegranskat)
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| 25. |
- Lumsden Wass, Karin, 1969, et al.
(författare)
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E som i evidensbasera
- 2007
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Ingår i: I A. Björnsson & B. Rombach (red.) Tidens tecken. Svenska Humanistiska Förbundets skriftserie 121. - Stockholm : Santérus Förlag. ; , s. 48-54
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Lumsden Wass, Karin, 1969, et al.
(författare)
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Konsten att styra genom ett utvärderingsformulär
- 2009
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Ingår i: Foss Lindblad, Rita & Lander, Rolf (red). Att säkra det osäkra. Reflektion och makt i skolans utvärdering. - Lund : Studentlitteratur. - 9789144018645
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
- Lumsden Wass, Karin, 1969
(författare)
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Om födelsen av en ny vuxenutbildningspolitik
- 2006
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Ingår i: Larsson, S. & Olsson, L-E. (red). Om vuxnas studier. - Lund : Studentlitteratur. - 9144029357 ; , s. 45-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Lumsden Wass, Karin, 1969, et al.
(författare)
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The organizing of "different educational needs" and "clear educational routes" for students not eligible for national programs. Analysis of varieties in Swedish upper secondary education.
- 2013
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Ingår i: The 41st Annual Congress of the Nordic Educational Research Association. 7-9 march 2013 in Reykjavik..
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Konferensbidrag (refereegranskat)abstract
- Since the early 1990s, Swedish upper secondary education has been organized in three-year national programs, with eligibility requirements from compulsory school. Students who did not fulfill these requirements attended the so-called Individual program. The program had several objectives, and included a myriad of educational arrangements and local ‘packages’ for students who for various reasons did not attend a national program. As formulated by Skott (2007) the Individual program was a concrete answer to the differentiation question concerning the upper secondary school. In 2011, a major reform of upper secondary education was launched – GY2011, including a restructuring of education for students without qualification for national programs into five introductory programs: “The introductory programmes should give students who are not eligible for a national programme an individually adapted education, which satisfies students’ different educational needs and provides clear educational routes. The introductory programmes should lead to establishment on the labour market and provide as good a foundation as possible for further education” (The National Agency for Education, 2012, p. 30). The research presented in this paper is based on a project financed by the Swedish Research Council, in which we have studied the organizing of the Individual program and followed the process of the re-organizing into the five programs of today. Theoretical framework has been organization theory as outlined by Czarniawska (2004, 2008) as a theory of action nets. This approach has methodological implications and our studies have been conducted as field studies. Although the national ambition of “clear educational routes” with the Introductory programs, the allocation of economical resources is not defined, but is up to the municipalities to decide upon. The purpose of this paper is to describe and analyze how the allocation of economical resources together with labeling of students have become a prominent part of the local administration of the Introductory programs. Our results show local variation, and we identify different principles for ‘labeling’. This is of import as students in Introductory programs cannot attend education outside the municipality and the questions of individual needs and clear educational routes are handled very differently by the municipalities.
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| 33. |
- Nakeva von Mentzer, Cecilia, et al.
(författare)
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Reading Ability and Working Memory in School-Age Children Who Are Deaf and Hard of Hearing Using Cochlear Implants and/or Hearing Aids : A 3-Year Follow-Up on Computer-Based Phonics Training
- 2020
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Ingår i: Perspectives of the ASHA Special Interest Groups. - : American Speech-Language-Hearing Association. - 2381-473X. ; 5:6, s. 1388-1399
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe aim of the current study was to investigate reading ability in children who are deaf and hard of hearing (DHH) using cochlear implants (CI) or hearing aids (HA) 3 years after computer-assisted phonics intervention. Reading ability was examined in relation to cognitive and audiological aspects and compared to a reference group of children with typical hearing (TH).MethodParticipants were 73 Swedish primary school children (Mdn = 9 years). Fifty-five of the children were TH, and 18 children were DHH using CI (n = 10) or HA (n = 8). Twenty-seven of the children (all children who were DHH and nine of the children with TH) had participated in computer-based phonics intervention 3 years earlier. Children were assessed on word and nonword decoding, reading comprehension, and three working memory (WM) tasks. Age at diagnosis, age of amplification, and duration of unaided hearing loss formed the audiological variables.ResultsComparable word decoding skills and reading comprehension were observed in all three groups (CI, HA, and TH). Children with CI showed strong and significant correlations between two aspects of WM capacity (phonological and complex WM) and all aspects of reading. For children with TH, similar but weaker correlations as in children with CI was observed, and correlations with visual WM were also evident. In children with HA only, complex WM correlated strongly and significantly with nonword decoding. Duration of unaided hearing loss was the single audiological variable that was significantly associated with reading.ConclusionsThis 3-year follow-up showed overall positive reading results at the group level in children who are DHH. However, some children still lag behind their peers with TH. Early hearing experience and intervention are stressed as crucial factors in preventing negative outcomes in these children.
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| 34. |
- Papadopoulos, Dimitrios, 1983, et al.
(författare)
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Individualisation in the making: policy complexities and tensions of the Municipal Adult Education in Swedish for Immigrants
- 2019
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Ingår i: ESREA 9th Triennial European Research Conference, 19-22 September 2019, Belgrade, Serbia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Municipal adult education in Swedish for Immigrants (SFI) is a program expected to serve different purposes on the political, integrative, and educational level. The multifaceted character of SFI creates challenges that have been addressed by a substantial number of studies. Major policy bodies, such as the program syllabus and the latest state evaluation, emphasise individualisation as an effective response to challenges and identify it, among others, with the application of certain methods and tools on behalf of the teachers (e.g., the use of Individual Study Plans), the absence of which leads to reduced quality and is followed by negative outcomes on different levels. Nevertheless, previous research has shown that this line of argumentation ascribes teachers with a disproportionate burden of responsibility, as individualisation is conceptualised in a top-down manner, assuming pre-existing problems that policy is bound to address and a certain type of rationality for teachers as policy implementers. The paper argues for the need to problematise individualisation as a complex concept, i.e. as an element that both defines the conditions within which SFI is to take place and, most importantly, may potentially go against pre-existing values and practices, pose ethical and ideological challenges to teachers, and require a new sort of teacher competence. By employing Cultural Historical Activity Theory (CHAT) we adopt the view of society as a unit of numerous interacting activity systems. Key policies from different periods of the national Swedish and international context have been analysed to uncover tensions within and between elements of the activities in focus, such as contradictory policy inputs or tensions between the expected use of tools and inputs regulating the division of labour with regards to teachers’ work. The preliminary results identify tensions between policy inputs and, thus, illuminate spaces where individualisation is conceptualised, negotiated, and expected to be acted upon. In situating and examining individualisation vis à vis interacting activities we problematise it by looking into the interplay between policy and teachers’ work in a broader conceptual framework. Dealing with individualisation as a dialectical notion enables us to address it as not only related to individual teachers’ assets and their ability to implement but rather as a source of tensions and an element negotiated within and between various arenas. The search for tensions, in this sense, does not only reveal mismatches in the policy formulation of individualisation but also uncovers potential areas for development by providing a more nuanced image of the concept. In this way, our study adds to the discussion about the restructuring of adult education in Sweden and the possible ways to address contemporary challenges in the field.
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| 35. |
- Papadopoulos, Dimitrios, 1983, et al.
(författare)
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Individualising processes in the making: policy complexities and tensions of municipal adult education in Swedish for immigrants
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- This article examines individualising processes in the context of Municipal Adult Education in Swedish for Immigrants (SFI). Demands to adapt education to individual students’ needs are increasingly evident in adult education policies, requiring accountable authorities’ active engagement in enacting effective organisational frameworks while accommodating the labour market’s needs. Such endeavours are often sources of tensions. Conceptual tools from cultural-historical activity theory are employed to address the complexity and multiplicity of individualising processes. An analysis of policy documents and interviews with municipal actors shows that individualising processes are played out through tensions found in three areas of object formation: making of an individual student; making of an effective education; and making of a coherent society. Hence, the study unpacks how individualising processes elicit transformations of SFI education through destabilisation/restabilisation cycles in the involved actors’ activities, concluding by highlighting the concept’s dynamic and potentiality for development in contemporary adult education settings.
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| 37. |
- Wallén-Mackenzie, Åsa, et al.
(författare)
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Restricted cortical and amygdaloid removal of vesicular glutamate transporter 2 in preadolescent mice impacts dopaminergic activity and neuronal circuitry of higher brain function.
- 2009
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Ingår i: The Journal of neuroscience : the official journal of the Society for Neuroscience. - 1529-2401 .- 0270-6474. ; 29:7, s. 2238-51
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Tidskriftsartikel (refereegranskat)abstract
- A major challenge in neuroscience is to resolve the connection between gene functionality, neuronal circuits, and behavior. Most, if not all, neuronal circuits of the adult brain contain a glutamatergic component, the nature of which has been difficult to assess because of the vast cellular abundance of glutamate. In this study, we wanted to determine the role of a restricted subpopulation of glutamatergic neurons within the forebrain, the Vglut2-expressing neurons, in neuronal circuitry of higher brain function. Vglut2 expression was selectively deleted in the cortex, hippocampus, and amygdala of preadolescent mice, which resulted in increased locomotor activity, altered social dominance and risk assessment, decreased sensorimotor gating, and impaired long-term spatial memory. Presynaptic VGLUT2-positive terminals were lost in the cortex, striatum, nucleus accumbens, and hippocampus, and a downstream effect on dopamine binding site availability in the striatum was evident. A connection between the induced late-onset, chronic reduction of glutamatergic neurotransmission and dopamine signaling within the circuitry was further substantiated by a partial attenuation of the deficits in sensorimotor gating by the dopamine-stabilizing antipsychotic drug aripiprazole and an increased sensitivity to amphetamine. Somewhat surprisingly, given the restricted expression of Vglut2 in regions responsible for higher brain function, our analyses show that VGLUT2-mediated neurotransmission is required for certain aspects of cognitive, emotional, and social behavior. The present study provides support for the existence of a neurocircuitry that connects changes in VGLUT2-mediated neurotransmission to alterations in the dopaminergic system with schizophrenia-like behavioral deficits as a major outcome.
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