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- Flach, Carl-Fredrik, 1977, et al.
(author)
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Does antifouling paint select for antibiotic resistance?
- 2017
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In: Science of the Total Environment. - : Elsevier BV. - 0048-9697 .- 1879-1026. ; 590, s. 461-468
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Journal article (peer-reviewed)abstract
- There is concern that heavy metals and biocides contribute to the development of antibiotic resistance via co-selection. Most antifouling paints contain high amounts of such substances, which risks turning painted ship hulls into highly mobile refuges and breeding grounds for antibiotic-resistant bacteria. The objectives of this study were to start investigate if heavy-metal based antifouling paints can pose a risk for co-selection of antibiotic-resistant bacteria and, if so, identify the underlying genetic basis. Plastic panels with one side painted with copper and zinc-containing antifouling paint were submerged in a Swedish marina and biofilms from both sides of the panels were harvested after 2.5-4 weeks. DNA was isolated from the biofilms and subjected to metagenomic sequencing. Biofilm bacteria were cultured on marine agar supplemented with tetracycline, gentamicin, copper sulfate or zinc sulfate. Biofilm communities from painted surfaces displayed lower taxonomic diversity and enrichment of Gammaproteobacteria. Bacteria from these communities showed increased resistance to both heavy metals and tetracycline but not to gentamicin. Significantly higher abundance of metal and biocide resistance genes was observed, whereas mobile antibiotic resistance genes were not enriched in these communities. In contrast, we found an enrichment of chromosomal RND efflux system genes, including such with documented ability to confer decreased susceptibility to both antibiotics and biocides/heavy metals. This was paralleled by increased abundances of integron-associated integrase and ISCR transposase genes. The results show that the heavy metal-based antifouling paint exerts a strong selection pressure on marine bacterial communities and can co-select for certain antibiotic-resistant bacteria, likely by favoring species and strains carrying genes that provide cross-resistance. Although this does not indicate an immediate risk for promotion of mobile antibiotic resistance, the clear increase of genes involved in mobilizing DNA provides a foundation for increased opportunities for gene transfer in such communities, which might also involve yet unknown resistance mechanisms.
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- Ihre, Johan, 1707-1780
(author)
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Dissertatio gradualis, de vindicta generosa; quam, cum consens. ampliss. facult. Philosoph. in illustri Academia Upsaliensi, præside, celeberrimo viro, Mag. Johanne Ihre, ... publicæ bonorum disquisitioni committit Johannes Östman, Westro-Gothus. In Audit. Carol. Major. die XXVI Martij, anni MDCCXL. Horis ante meridiem solitis.
- 1740
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Doctoral thesis (other academic/artistic)
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- Jarvius, Malin, et al.
(author)
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In situ detection of phosphorylated platelet-derived growth factor receptor beta using a generalized proximity ligation method
- 2007
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In: Molecular & Cellular Proteomics. - 1535-9476 .- 1535-9484. ; 6:9, s. 1500-1509
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Journal article (peer-reviewed)abstract
- Improved methods are needed for in situ characterization of post-translational modifications in cell lines and tissues. For example, it is desirable to monitor the phosphorylation status of individual receptor tyrosine kinases in samples from human tumors treated with inhibitors to evaluate therapeutic responses. Unfortunately the leading methods for observing the dynamics of tissue post-translational modifications in situ, immunohistochemistry and immunofluorescence, exhibit limited sensitivity and selectivity. Proximity ligation assay is a novel method that offers improved selectivity through the requirement of dual recognition and increased sensitivity by including DNA amplification as a component of detection of the target molecule. Here we therefore established a generalized in situ proximity ligation assay to investigate phosphorylation of platelet-derived growth factor receptor β (PDGFRβ) in cells stimulated with platelet-derived growth factor BB. Antibodies specific for immunoglobulins from different species, modified by attachment of DNA strands, were used as secondary proximity probes together with a pair of primary antibodies from the corresponding species. Dual recognition of receptors and phosphorylated sites by the primary antibodies in combination with the secondary proximity probes was used to generate circular DNA strands; this was followed by signal amplification by replicating the DNA circles via rolling circle amplification. We detected tyrosine phosphorylated PDGFRβ in human embryonic kidney cells stably overexpressing human influenza hemagglutinin-tagged human PDGFRβ in porcine aortic endothelial cells transfected with the β-receptor, but not in cells transfected with the α-receptor, and also in immortalized human foreskin fibroblasts, BJ hTert, endogenously expressing the PDGFRβ. We furthermore visualized tyrosine phosphorylated PDGFRβ in tissue sections from fresh frozen human scar tissue undergoing wound healing. The method should be of great value to study signal transduction, screen for effects of pharmacological agents, and enhance the diagnostic potential in histopathology.
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- Rudsberg, Karin, 1973-
(author)
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Elevers lärande i argumentativa diskussioner om hållbar utveckling
- 2014
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Doctoral thesis (other academic/artistic)abstract
- The overall ambition with this thesis is to develop knowledge about students’ learning, especially with regard to process and content, when they participate in argumentation. Students’ learning is investigated through in situ studies of classroom practices. The theoretical point of departure is a pragmatic perspective in which learning is understood and investigated in terms of concrete actions. The empirical material consists of video recorded lessons at secondary and upper secondary schools in Sweden. The content of the lessons is argumentative discussions about sustainable development and socioscientific issues. In the first study, the functions that teachers’ actions have for students’ learning processes are investigated using Epistemological Move Analysis. In the second study, an approach is developed and illustrated that facilitates investigations into students’ learning processes in terms of knowledge content and argument construction in argumentation. The method, called Transactional Argumentation Analysis, combines a pragmatic perspective of learning with an argument analysis based on Toulmin’s Argument Pattern. In the third study, the functions that knowledge have when used by students in argumentative discussions are examined. The fourth study investigates the role of peers for students’ learning and how students influence the argumentation at a collective level. Here Transactional Argumentation Analysis is developed further in order to facilitate investigations of the dynamic interplay between the intra-personal and the inter-personal dimensions of learning and the result of this interplay in terms of the knowledge content and arguments that are constructed. The thesis shows how students’ learning can be investigated through in situ studies of educational practices. The methodological contribution of the thesis consists of the development and further elaboration of Transactional Argumentation Analysis. The thesis also contributes with substantial knowledge about students’ learning processes with regard to knowledge content and argument construction when participating in argumentation. Another contribution concerns the functions of knowledge when used by students in argumentation. Finally, the studies show how peers and teachers influence students’ learning, and how students contribute to the shared argumentation in the classroom.
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- Wasenius, Niko S, et al.
(author)
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Low-cost exercise interventions improve long-term cardiometabolic health independently of a family history of type 2 diabetes : a randomized parallel group trial
- 2020
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In: BMJ open diabetes research & care. - : BMJ. - 2052-4897. ; 8:2
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Journal article (peer-reviewed)abstract
- INTRODUCTION: To investigate the effect of an exercise prescription and a 1-year supervised exercise intervention, and the modifying effect of the family history of type 2 diabetes (FH), on long-term cardiometabolic health.RESEARCH DESIGN AND METHODS: For this prospective randomized trial, we recruited non-diabetic participants with poor fitness (n=1072, 30-70 years). Participants were randomly assigned with stratification for FH either in the exercise prescription group (PG, n=144) or the supervised exercise group (EG, n=146) group and compared with a matched control group from the same population study (CON, n=782). The PG and EG received exercise prescriptions. In addition, the EG attended supervised exercise sessions two times a week for 60 min for 12 months. Cardiometabolic risk factors were measured at baseline, 1 year, 5 years, and 6 years. The CON group received no intervention and was measured at baseline and 6 years.RESULTS: The EG reduced their body weight, waist circumference, diastolic blood pressure, and low-density lipoprotein-cholesterol (LDL-C) but not physical fitness (p=0.074) or insulin or glucose regulation (p>0.1) compared with the PG at 1 year and 5 years (p≤0.011). The observed differences were attenuated at 6 years; however, participants in the both intervention groups significantly improved their blood pressure, high-density lipoprotein-cholesterol, and insulin sensitivity compared with the population controls (p≤0.003). FH modified LDL-C and waist circumference responses to exercise at 1 year and 5 years.CONCLUSIONS: Low-cost physical activity programs have long-term beneficial effects on cardiometabolic health regardless of the FH of diabetes. Given the feasibility and low cost of these programs, they should be advocated to promote cardiometabolic health.TRIAL REGISTRATION NUMBER: ClinicalTrials.gov identifier NCT02131701.
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| 9. |
- Almqvist, Jonas, et al.
(author)
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Pragmatic investigation : studies of meaning-making in educational practices
- 2008
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Conference paper (pop. science, debate, etc.)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.
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| 10. |
- Almqvist, Jonas, 1968-, et al.
(author)
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Pragmatic investigations -Studies of meaning making in educational discourses : Contribution to the NERA congress, March 6-9 in Copenhagen, Denmark
- 2008
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Conference paper (peer-reviewed)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning making in different educational practices. The approach – built on a framework developed within the SMEDgroup (Studies of Meaning making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning making – learning and socialisation – in different kinds of educational practices.
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