| 1. |
- Nordmark, Sofia, 1978-, et al.
(author)
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Kortsiktighet eller varaktighet : en intervjustudie kring deltagares upplevelser av sin medverkan i ”Kompetensväxeln” och deras fortsatta arbete
- 2013
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Reports (other academic/artistic)abstract
- Under de senaste årtionden har det både i forskning och i praktik varit ett ökat fokus på lärande i arbete (e.g. Boud & Garrick, 1999). Det ökade intresset för lärande i arbetslivet kan bland annat förklaras med stora förändringar på arbetsmarknaden där innovationer, utveckling av ny kunskap och ökad konkurrens ställer ökade krav på organisationer att vara flexibla när det gäller vilken kunskap och kompetens som finns hos de anställda i organisationen (Brown, Hesketh &Williams, 2003; Nilsson & Ellström, 2011). Förändringar på samhällsnivå samspelar med och påverkar organisationers behov av kompetens och lärande i relation till sin verksamhet. Ytterligare en utmaning för organisationer inom offentlig sektor är att allt fler verksamheter blivit eller organiseras som om de vore konkurrensutsatta. Denna utveckling innebär att medarbetarnas kompetens på ett tydligare sätt utgör en av organisationens konkurrensfördelar som behövs för att säkerställa att organisationen är effektiv i relation till dess begränsade resurser och kan möta kunders eller brukares förväntningar på ett bättre sätt än konkurrenterna (Almqvist, 2004). Sveriges kommuner och landsting (SKL) poängterar att kompetensförsörjningsfrågorna har fått stor uppmärksamhet och att många kommuner har svårigheter med att förse sina verksamheter med kompetent arbetskraft (Östlund, 2012). Kompetensväxeln kan ses som ett projekt som tillkommit mot bakgrund av dessa utmaningar som ett sätt att genom olika aktiviteter och samarbetsformer bidra till att kommunerna klarar av att möta generationsväxling av personal och fortsätta att erbjuda högkvalitativa välfärdstjänster av kunniga och motiverade medarbetare och chefer (Jonsson, 2012).
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| 2. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(author)
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From university to professional practice : students as journeymen between cultures of education and work
- 2014. - 1
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In: International handbook of research in professional and practice-based learning. - Dordrecht : Springer Netherlands. - 9789401789011 - 9789401789028 ; , s. 461-484
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Book chapter (peer-reviewed)abstract
- The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.
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| 3. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(author)
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The graduate school in the sky : emerging pedagogies for an international network for doctoral education and research
- 2011. - 1
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In: Reshaping doctoral education. - London : Routledge. - 9780415618120 ; , s. 173-186
-
Book chapter (peer-reviewed)abstract
- A brief narrative description of the journal article, document, or resource.The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: (1) the changing nature of doctoral education; (2) the need for systematic and principled accounts of doctoral pedagogies; (3) the importance of disciplinary specificity; (4) the relationship between pedagogy and knowledge generation; and (5) issues of transdisciplinarity. "Reshaping Doctoral Education" provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. After an introduction, this book is divided into three parts. Part I, Old Basics/New Basics?, contains the following: (2) Framing Doctoral Pedagogy As Design and Action, Susan Danby and Alison Lee; (3) Writing as Craft and Practice in the Doctoral Curriculum (Claire Aitchison and Anthony Pare); (4) Learning from the Literature: Some Pedagogies (David Boote); (5) "Team" Supervision: New Positionings in Doctoral Education Pedagogies (Catherine Manathunga); (6) The Seminar as Enacted Doctoral Pedagogy (Madeleine Abrandt Dahlgren and Anna Bjuremark); (7) Taking a Break: Doctoral Summer Schools as Transformative Pedagogies (Miriam Zukas and Linda Lundgaard Andersen); and (8) "What's Going on Here?" The Pedagogy of a Data Analysis Session (Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and Members The Transcript Analysis Group (Tag)). Part II, Disciplinary and Transdisciplinary Pedagogies, contains the following: (9) Designing (In) the PhD in Architecture: Knowledge, Discipline, Pedagogy (Charles Rice and Linda Matthews); (10) Pedagogies for Creativity in Science Doctorates (Liezel Frick); (11) Creative Tensions: Negotiating the Multiple Dimensions of a Transdisciplinary Doctorate (Juliet Willetts, Cynthia Mitchell, Ku mi Absurdity and Dena Fame; (12) Cognitive Apprenticeship: The Making of a Scientist (Barbara J. Gabey's and Alina Bletch); and (13) Pedagogies of Industry Partnership (Barbara Adkins, Jennifer Summer ville, Susan Dan by and Judy Matthews). Part III, Inter-National and Intercultural Pedagogical Spaces, contains the following: (14) The Graduate School in the Sky: Emerging Pedagogies for An International Network for Doctoral Education and Research (Madeleine Brandt-Walgreen, Sofia Nostrum, Garnet Grossman and Alison Lee); (15) Ignorance and Pedagogies of Generative Equality: Internationalizing Australian Doctoral Education Programs and Pedagogies through Engaging Chinese Theoretical Tools (Michael Sing and Fang Chen); and (16) Expanding Pedagogical Boundaries: Indigenous Students Undertaking Doctoral Education (Liz McKinley and Barbara Grant). [Foreword by Erica McWilliam.]
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| 4. |
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| 5. |
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| 6. |
- Köpsén, Susanne, et al.
(author)
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Becoming a forensic expert : Supervision for professionalization
- 2011
-
In: Pushing Forward the Agenda: Emerging Issues in Working Life and Learning Research.
-
Conference paper (peer-reviewed)abstract
- The professional knowledge of a forensic expert is highly specialized and a narrow professional area with high quality demands from the judicial system. How do you learn such special professional knowledge? How do you become a forensic expert? In this paper we present the findings from an ethnographical study of the only way to become a forensic expert in Sweden – an internal training program at the Swedish National Laboratory of Forensic Science (SKL). In other countries you learn to be a forensic expert through higher education. Previous research concerning learning forensic science or becoming a forensic expert are scarce. The aim of this paper is to explore the development of professional knowledge for future forensic experts. Specifically, the paper investigates how the forensic expert trainees’ learn through the internal training program within SKL focusing the supervision at work. We have conducted observations and informal/formal interviews with five forensic expert trainees’ and their supervisors. By drawing on a socio culturally perspective on learning it is possible to get an understanding of the forensic expert trainee’s learning trajectory and professional identity formation, as well as the activities of supervision. The findings show that processes of supervision, professional language and the interplay between internal training courses and learning integrated in everyday work are central in order to understand the process of becoming a forensic expert. SKL has an extensive internal training program within a quality assurance system. Despite this, the findings show that the socio cultural knowledge and traditions within the different work practices have a significant impact on how the supervision and thus, the learning processes are being shaped. Furthermore, a large part of the professional knowledge is tacit and this impose high and challenging demands on the quality of supervision since the practice of forensic work is a part of the Swedish judicial system.
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| 7. |
- Köpsén, Susanne, 1952-, et al.
(author)
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Learning in practice : Arrangements for learning and supervision for becoming a forensic expert
- 2012
-
Reports (other academic/artistic)abstract
- The profession of a forensic expert is a narrow field in which professional knowledge is highly specialised and must meet the judicial system’s demand for high quality. How does one obtain such knowledge? And furthermore, how does one arrange for the necessary education and training to become a forensic expert? In Europe, professional training to become a forensic scientist is available through Forensic Science degree programs in universities (Welsh & Hannis, 2011). In this report, we present findings from an ethnographical study (Köpsén & Nyström, 2011, 2012) of the only formal way to become a forensic expert in Sweden: an internal training program at the Swedish National Laboratory of Forensic Science (SKL).This report is based on a study with the overall aim of investigating future forensic experts’ learning of professional knowledge and professional identity formation. In the Swedish National Laboratory of Forensic Science (SKL), there is a structured internal training system for forensic expert trainees, which combines general forensic introductory courses for forensic experts with supervised learning in practice. The specific aim of the study was to investigate subject-specific supervision and how it interacts with the more general courses. The results of the study demonstrate that supervision and gradual learning in practice are crucial to the development of future professional forensic experts, and its interplay with the courses in the internal training program is poor. Our findings show there are different ways to understand and realise supervision. Therefore, the preconditions for learning professional forensic knowledge differ. We have presented these variations of learning in a model of supervision arrangements and relationships according to the distinctiveness of the learning and the relationship with the assigned supervisor and other forensic experts. Using examples of supervision, we have shown how various supervision activities relate to different aspects of learning and, thus, direct the learning of different aspects of professional knowledge. We have found that having a professional language is crucial to a skilled forensic expert, though the trainees’ development of such language is not comprehensive. From the findings, we can observe a “transitional movement” in how the supervision is staged, depending on the trainees’ experience, i.e., how long they have been trainees and their educational backgrounds. An additional finding is that the economic and material preconditions are significant as the conditions of supervising and learning.
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| 8. |
- Köpsén, Susanne, et al.
(author)
-
Learning in practice for becoming a professional forensic expert
- 2012
-
In: Forensic Science International. - : Elsevier. - 0379-0738 .- 1872-6283. ; 222:1-3, s. 208-215
-
Journal article (peer-reviewed)abstract
- The study explores the professional development of future forensic experts. Specifically, it investigates how the forensic expert trainees learn through the internal training program at the Swedish National Laboratory of Forensic Science with a focus on the supervision at work. The findings are drawn from an ethnographical study where five trainees and their supervisors have been observed and interviewed. By drawing on a socio cultural perspective on learning, the results show that supervision is crucial for professional development. Two types of activities and relations define how supervision is implemented. There is a “transitional movement” in how supervision is staged depending on the trainees’ gradual changes in participation in the work practice and increased experience. Forensic experts need skills and know-how to make wise and impartial judgments, i.e. a kind tacit professional practical knowledge, as well as the skill to communicate with other professionals. However, the development of a professional language is somewhat unspoken or planned. Becoming a forensic expert is a learning process in practice where supervision plays a decisive role in maintaining the professional knowledge in the judicial system. Therefore, supervision for supervising might be a valuable support for supervisors.
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| 9. |
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| 10. |
- Mbabazi, Penelope B.
(author)
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Quality in Learning in Rwandan Higher Education : Different stakeholders’ perceptions of students’ learning and employability
- 2013
-
Doctoral thesis (other academic/artistic)abstract
- The aim of the thesis is to investigate quality in learning in higher education in Rwanda by focusing on students’ learning and their employability. This focus allows for an understanding of key challenges for Rwandan higher education to emerge, at a time when more and more students are enrolling. Higher education is being rebuilt after the genocide of 1994 in Rwanda and the focus on quality in learning and preparing students for work life is thus timely and important. The empirical material comprises interviews with students, teachers and employers. Interpretation of this material is guided by perspectives on quality in learning: students’ approaches to learning, learning as transformation and employability. A meta-ethnographic analysis of the four articles on which the thesis is based generated five themes as central quality aspects of learning that could enhance the employability of graduates: becoming professional, skillful practices, becoming a learner, becoming responsible and international experience. The results illustrate that students have to some extent different views from employers and teachers regarding questions about quality in learning. Thus, it could be of value for policy makers and teachers to listen to what the students have to say when designing policy and curriculum in higher education in Rwanda.
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| 11. |
- Mårtensson, Åsa
(author)
-
Handledare och handledning : gymnasial yrkesutbildning på förskola
- 2014
-
Licentiate thesis (other academic/artistic)abstract
- denna licentiatuppsats presenteras en kvalitativ studie om handledning för yrkeslärande och yrkesutbildning på arbetsplatsen. Syftet med studien har varit att identifiera hur handledare för elever från gymnasieskolans Barn- och fritidsprogram beskriver att de handleder och agerar för att eleverna ska komma in i förskolans praktikgemenskap. Studien utgår från ett sociokulturellt perspektiv och det empiriska materialet består av semistrukturerade intervjuer med handledare på förskolan. Studien visar att handledning kan gå till på olika sätt och att de sätt handledaren väljer att agera på får konsekvenser för både praktikgemenskapen och eleven. Studien kan även ses bidra till att föra arbetsplatsen och gymnasieskolan närmare varandra genom att uppmärksamma de handledare som är satta att genomföra den mest yrkesnära delen av utbildningen – elevernas arbetsplatsförlagda tid – och bidra till en ökad förståelse för handledningens möjligheter och konsekvenser för alla gymnasieskolans yrkesutbildningar.
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| 12. |
- Nilsson, Staffan, 1974-, et al.
(author)
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Adult learning, education, and the labour market in the employability regime
- 2013
-
In: European Journal for Research on the Education and Learning of Adults. - : Linköping University Electronic Press. - 2000-7426. ; 4:2, s. 171-187
-
Journal article (peer-reviewed)abstract
- The purpose of this paper is to draw on the research and scholarly literature to explore the changing discourses and perspectives concerning adult learning, education, and the labour market in the employability regime. The focus of the nalysis is a Nordic context. The dominant employability regime maintains a technical-rational perspective on learning and employability. Education is predominantly regarded as an instrumental preparation for the labour market. The future demands of the labour market are largely unknown, however, and vocational and professional training may not provide sufficient preparation for the increasing complexities of work. Theoretical discussions have been dominated by an alleged mismatch between individual competence and the qualifications that are required in the world of work. There is no consensus regarding how the gap should be described, explained, or bridged. New demands on educational design have emerged, and ideas related to liberal education and ‘bildung’ have been reinserted into the political agenda, offering general preparation for a wider array of challenges.
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| 13. |
- Nyberg, Sofia, et al.
(author)
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Effects of exercise with or without blueberries in the diet on cardio-metabolic risk factors : an exploratory pilot study in healthy subjects
- 2013
-
In: Upsala Journal of Medical Sciences. - : Informa Healthcare / Upsala Medical Society. - 0300-9734 .- 2000-1967. ; 118:4, s. 247-255
-
Journal article (peer-reviewed)abstract
- Background. The improvement of insulin sensitivity by exercise has been shown to be inhibited by supplementation of vitamins acting as antioxidants.Objective. To examine effects of exercise with or without blueberries, containing natural antioxidants, on cardio-metabolic risk factors.Methods. Fifteen healthy men and 17 women, 27.6 ± 6.5 years old, were recruited, and 26 completed a randomized cross-over trial with 4 weeks of exercise by running/jogging 5 km five times/week and 4 weeks of minimal physical activity. Participants were also randomized to consume 150 g of blueberries, or not, on exercise days. Laboratory variables were measured before and after a 5 km running-race at maximal speed at the beginning and end of each period, i.e. there were four maximal running-races and eight samplings in total for each participant.Results. Insulin and triglyceride levels were reduced while HDL-cholesterol increased by exercise compared with minimal physical activity. Participants randomized to consume blueberries showed an increase in fasting glucose levels compared with controls, during the exercise period (blueberries: from 5.12 ± 0.49 mmol/l to 5.32 ± 0.29 mmol/l; controls: from 5.24 ± 0.27 mmol/l to 5.17 ± 0.23 mmol/l, P = 0.04 for difference in change). Triglyceride levels fell in the control group (from 1.1 ± 0.49 mmol/l to 0.93 ± 0.31 mmol/l, P = 0.02), while HDL-cholesterol increased in the blueberry group (from 1.51 ± 0.29 mmol/l to 1.64 ± 0.33 mmol/l, P = 0.006).Conclusions. Ingestion of blueberries induced differential effects on cardio-metabolic risk factors, including increased levels of both fasting glucose and HDL-cholesterol. However, since it is possible that indirect effects on food intake were induced, other than consumption of blueberries, further studies are needed to confirm the findings.
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| 14. |
- Nyström, Sofia, 1977-
(author)
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Becoming a professional - a meltingpot of experiences?
- 2010
-
In: The 6th European Reserach Conference. Adult Learning in Europe - understanding diverse meanings and contexts. ; , s. 1-22
-
Conference paper (other academic/artistic)abstract
- This paper compile four studies focusing graduates’ trajectories towards becoming professionals as they enter working life with a master’s degree in Psychology and Political Science. The result builds on a longitudinal design where graduates’ have been interviewed on three occasions; the last semester before graduation to the third year of professional work. The theoretical framework comprises a situated and social learning theory. The results indicate that becoming a professional is a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life. This is also a process of professional identity formation influenced by the individuals’ belonging to and participation in other practices and closely related to a gender identity. It is through the negotiations between personal and socially derived imperatives that identity formation progresses throughout working life.
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| 15. |
- Nyström, Sofia, 1977-, et al.
(author)
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Cooperative and work-integrated education in police education
- 2011. - 2
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In: International handbook for cooperative and work-integrated education. - Hamilton : World Association for Cooperative Education. - 9780615518855 - 0615518850 ; , s. 237-241
-
Book chapter (peer-reviewed)abstract
- This handbook brings together authors from around the world to provide a multidimensional perspective on work-integrated learning. It has documented, perhaps for the first time ever, the state of the art in educational programs that incorporate periods of required work which integrate with classroom study. It will be of value to the beginner in the field as a background resource as much to those who have been long involved in cooperative education. The Handbook is presented in four sections.
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| 16. |
- Nyström, Sofia, et al.
(author)
-
From 'there' to 'here' to 'elsewhere: Enacting debriefing in interprofessional medical education simulation
- 2014
-
In: Simulation in Healthcare. - : Lippincott Williams & Wilkins. - 1559-2332 .- 1559-713X. ; 9:6, s. 422-422
-
Journal article (other academic/artistic)abstract
- Hypothesis: Simulation is gaining international interest as a way to arrange a safe environment for practicing clinical, communicative and interprofessional competence in professional education within health care. However, simulation was originally developed to support and train professionals. The application of medical simulation in interprofessional education for students is still underresearched and undertheorised (1). Recent research and theory argue that professional learning in simulation is embodied, relational, and situated in social-material relations (2,3). Research on how instructional design of simulation as an integrated part of professional curricula support student learning is needed (4), as well as research focusing on what the relevant characteristics of debriefing that lead to effective learning are (1). The aim of this study is to explore the enactment of debriefing as a support for learning in interprofessional medical education simulation.Methods:This paper draw on findings from a large research project conducted by research environments at Linköping University (LiU), Karolinska Institute (KI) and University of Gothenburg (GU), Sweden. The data have been collected by standardised video recordings of all phases in the simulation (briefing, simulation and debriefing phases). Totally 30 simulation sessions were video recorded, 10
sessions by each research team. Out of these recordings, 13 simulation sessions were professional teams and 17 sessions were nursing and medical students simulating as a compulsory part of their education in the last semester before graduation. The student sessions are around 18 hours of recordings and altogether 106 students, 71 females and 35 males, participated in the simulation either as active participants in the simulation or as observers. 66 were nursing students and 40 were medical students. The research project has been ethically approved by Linköping University, Sweden (Dnr 2012/439-31).Results:A framework for the analysis of the video recordings was developed on the basis of socio-material theory, with a particular focus on interprofessional collaboration. Sayings, doings and relatings in the debriefing with regard to specific activities or events during the sequence of the scenario were noted through ethnographic field notes and selected segments were transcribed (5). A purposeful constant comparative qualitative analysis (6) was made in three steps comparing sequences of the scenario 1) within a single video recording 2) between different video recordings of the same scenario 3) between video recordings of different scenarios. The findings suggest that interprofessional learning in medical education simulation can become jeopardised in the debriefing. Three interrelated aspects of lacking support for learning were identified, a) debriefing as algorithm or as laisséz-faire, b) neglect of team performance as a topic for reflection, and c) time constraints.Conclusion:The results raise questions whether debriefing in medical simulation as modelled on training of qualified health professionals provides a useful framework applied in undergraduate education with students learning to become health professionals. The experiences of the simulation ‘there’ are intended to become re-contextualised in the debriefing ‘here’. Our findings indicate that the socio-material arrangements of the debriefing instead risk taking the students ‘elsewhere’. Structure or lack of structure of the debriefing seem both to jeopardise the support of interprofessional learning or even overlook interprofessional collaboration as a topic for reflection. The time constraints of the complex logistics of arranging interprofessional simulation-based education as a regular curricular activity for large classes can potentially turn debriefing into a superficial exercise with little or no connection to the intended learning outcomes.REFERENCES1) Issenberg B. Ringsted C. Østergaard D. Dieckmann P. Setting a Research Agenda for Simulation-Based Healthcare Education. A Synthesis of the Outcome From an Utstein Style Meeting. Sim Healthcare 2011; 6:155–167.2) Nyström S. Dahlberg J. Hult H. Crossing locations of enacting and observing simulations: Ways of constructing interprofessional learning. Paper to be presented at the Second International ProPEL conference 'Professional Matters: Materialities and Virtualities of Professional Learning', University of Stirling, UK; 2014, 25-27 June.3) Schatzki T. The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press; 2002.4) Motola I, Sullivan J, Issenberg S, Devine L, Chung H. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher [serial online]. October 1, 2013;35(10):e1511-e1530.5) Heath C. Hindmarsh J. Luff P. Video in qualitative research: analysing social interaction in everyday life. Los Angeles: SAGE; 2010.6) Boeije H. A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews. Quality & Quantity 2002; 36:391–409.
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| 17. |
- Nyström, Sofia, 1977-
(author)
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Graduates "doing gender" as early career professionals
- 2010
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In: Career development international. - : Emerald. - 1362-0436. ; 15:4, s. 324-337
-
Journal article (peer-reviewed)abstract
- Purpose – The purpose of this paper is to explore how early career professionals “do gender” in their new professional context. Specifically, it explores how two groups of graduates, psychologists and political scientists, “do gender” as early career professionals with a particular emphasis on how they acquire legitimacy in relation to their colleagues and clients. Design/methodology/approach – Drawing on a qualitative research methodology, graduates from two Master’s programmes in Sweden were interviewed after 30-34 months of professional work. Analysis of the interview data is located within a “doing gender” perspective with special reference to Acker’s conception of employment and organizations as gendered processes influencing individual action. Findings – The paper identifies two different ways in which participants “do gender” in their professional practice in order to acquire legitimacy: “self-presentation” and “strategy”. This finding suggests that female and male early career professionals acquire different kinds of legitimacy, which could, in turn, be derived from the gendered processes that exist in contemporary organizations. The paper will also report that when they “do gender” participants also produce and reproduce a gendered notion of a professional project that influences their subsequent professional practice as well as how they position themselves as knowledgeable and competent. Originality/value – The perspective of “doing gender” contributes an alternative understanding of graduate employment and the encounter with working life. It especially enables us to capture gender as an important influence on individual action in the organizational context.
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| 18. |
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| 19. |
- Nyström, Sofia N., et al.
(author)
-
AA-Amyloid is cleared by endogenous immunological mechanisms
- 2012
-
In: Amyloid. - : Informa UK Limited. - 1350-6129 .- 1744-2818. ; 19:3, s. 138-145
-
Journal article (peer-reviewed)abstract
- Reactive amyloidosis is a complication to longstanding inflammatory diseases.Protein amyloid A (AA), an N-terminal fragment of the acute phase protein serumamyloid A, undergoes conformational changes and is deposited as amyloid in tissue.AA-amyloidosis is reversible and reduction of amyloid mass has been reported as theinflammation ceases. Not much is known about the endogenous factors thatcontribute to amyloid resolution. Herein, we describe the dynamics of amyloiddegradation in experimental murine AA-amyloidosis and show that amyloiddegradation depends on macrophages and antibody formation. AA-amyloidosis wasinduced in mice and resolution of amyloid was monitored over time by histologicaltechniques. Internalized amyloid was present in macrophages that appeared at siteof deposition. At 9 months, when virtually all amyloid was cleared, amyloidosis wasre-induced in one group of animals by a single silver nitrate injection. This causedeposition of excessive amounts of amyloid, and indicate that even thoughundetectable the amyloid reseed in the body and can there act as amyloid enhancingfactor. Antibodies directed against protein AA were detected in animals duringamyloid clearance by ELISA-technique. Passive immunization with an amyloidspecific monoclonal antibody, produced by a B-cell clone recovered from an animalwith advanced AA-amyloidosis, diminish amyloid deposits in murine AA-amyloidosis.Immunoglobulins co-localize with amyloid deposits and can contribute to amyloiddegradation by Fc-receptor mediated phagocytosis.
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| 20. |
- Nyström, Sofia, 1977-, et al.
(author)
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The practice architectures for becoming a forensic expert
- 2012
-
In: ProPEL International Conference. Professions and Professional Learning in Troubling Times.
-
Conference paper (other academic/artistic)abstract
- The profession of a forensic expert is a narrow professional area and the professional knowledge is specialized with high quality demands from the judicial system. The common way to become a forensic expert is through higher education. However, to become a professional forensic expert in Sweden the only formal way is the internal training program at the Swedish National Laboratory of Forensic Science (SKL). The aim of this paper is to investigate the professional learning of forensic experts in such conditions, based on the findings from an ethnographical study of five forensic trainees’ and their supervisors’ participations in the program. Specifically, the paper investigates how the internal training program within SKL, i.e. forensic specific introductory courses and learning integrated in everyday work, is arranged in order for forensic expert trainees’ to learn the professional practice and become professional. By drawing on practice theory (Schatzki, 2002; Kemmis, e.g. 2009) we view the internal training program as practice architectures for learning the professional practice in terms of special arrangements of activities and relations within the professional practice of forensics. With this viewpoint it has been possible to explore how the different mediated preconditions, i.e. discursive, economical, material and social arrangements of the specific professional forensic practices prefigure the possibilities and constraints for developing a new professional practitioner, i.e. forensic expert. Thu, a central finding is that despite the institutional intention of common architectures for a training program the culturally and discursive “sayings”, “doings” and “relatings” in the specific professional practices shape different learning practices. This is presented in a model of arrangements for work and social connections for learning. It is also shown that becoming a forensic expert is fully entangled with a material practice such as technologies, tools and machines.
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| 21. |
- Nyström, Sofia
(author)
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Yrkeslärande och handledning i arbete
- 2014. - 1
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In: Lära till yrkeslärare. - Lund : Studentlitteratur AB. - 9789144091891 ; , s. 173-194
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Book chapter (other academic/artistic)
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| 22. |
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| 23. |
- Wittwer, Torben, et al.
(author)
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Klimatförändringars effekt påden biologiska mångfalden iodlingslandskapets gräsmarker
- 2010
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Reports (other academic/artistic)abstract
- Klimatförändringar kan komma att påverka den biologiska mångfalden och artersutbredning. Ett stort antal studier har visat hur utbredningen hos olika arter potentielltkan förändras på grund av klimatförändringar. Nästan alla dessa studier behandlareffekterna på en större skala. Då problemen bara har betraktats ur ett europeisktperspektiv kan vi inte anpassa oss effektivt eftersom mycket av arbetet med att bevarabiologisk mångfald fortfarande samordnas på nationell nivå.Analysen i den här rapporten grundar sig på befintliga prognoser i förhållande tillnationellt värdefulla betesmarker och slåtterängar. De förändringar av arters utbredningsom modellerna visar har diskuteras mot bakgrund av arternas ekologi, aktuella hot,icke-klimatiska faktorer och historiska förändringar av deras populationer. På detta sättutvärderas hur realistiska de förutspådda förändringarna i utbredning är och ävenmöjliga åtgärder för att hantera effekterna av ett förändrat klimat. Som ett exempel påanpassningsåtgärder undersöks om vägkanter har en potential att hysa hotade arter somknyts till odlingslandskapet.Alla gräsmarker i Sverige kommer sannolikt att påverkas av en påtaglig uppvärmning iframtiden. Det finns tecken som tyder på att sommarnederbörden kommer att minska isödra Sverige där de flesta undersökta värdefulla ängs- och betesmarkerna finns. I norraSverige, där de största Natura 2000-områdena finns, förväntas däremot nederbördenunder sommaren att öka. För de modellerade arktiska och alpina arterna (fem hotadekärlväxter och sju fjärilsarter som inte är hotade) visar de klimatbaserade prognosernapå kraftigt minskade utbredningsområden i Sverige.Modellerna antyder att många rödlistade kärlväxter, fjärilar, kräl- och groddjur som harsin huvudsakliga förekomst i odlingslandskapet kan komma att få en större möjligutbredning i Sverige på grund av klimatförändringarna.Stigande havsnivåer kan bli ett hot för många kustnära betes- och slåttermarker eftersomdessa mot landsidan ofta gränsar till vägar, bebyggelse och åkrar. Möjligheten för arteroch livsmiljöer att expandera in mot land i takt med den stigande havsytan kan dåblockeras. Det är svårt att bedöma effekterna av framtida havsnivåhöjningar eftersomdet är oklart hur stora dessa höjningar kan bli och om de kan buffras med pågåendelandhöjning.Klimatförändringarna i sig kommer sannolikt inte att ha någon större direkt effekt påutbredningen av hotade arter på svenska gräsmarker. I de flesta fall kommermarkanvändningen och anpassningen av denna till ett förändrat klimat att vara det som ihuvudsak bestämmer de hotade arternas utbredning. Klimatförändringarna kommerdock att påverka artsammansättningen i landskapet då många arter sannolikt kommer attspridas norrut. Fokus vid bevarande av biologisk mångfald bör även i framtiden ihuvudsak ligga på de viktigaste nuvarande hoten vilket i första hand är pågåendemarkanvändning och i framtiden även förändringar av markanvändningen som en följdav ett annorlunda klimat.
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