| 1. |
- Sotak, Matus, et al.
(författare)
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Intestinal sodium/glucose cotransporter 3 expression is epithelial and downregulated in obesity.
- 2021
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Ingår i: Life sciences. - : Elsevier BV. - 1879-0631 .- 0024-3205. ; 267
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Tidskriftsartikel (refereegranskat)abstract
- We aimed to determine whether the sodium/glucose cotransporter family member SGLT3, a proposed glucose sensor, is expressed in the intestine and/or kidney, and if its expression is altered in mouse models of obesity and in humans before and after weight-loss surgery.We used in-situ hybridization and quantitative PCR to determine whether the Sglt3 isoforms 3a and 3b were expressed in the intestine and kidney of C57, leptin-deficient ob/ob, and diabetic BTBR ob/ob mice. Western blotting and immunohistochemistry were also used to assess SGLT3 protein levels in jejunal biopsies from obese patients before and after weight-loss Roux-en-Y gastric bypass surgery (RYGB), and in lean healthy controls.Sglt3a/3b mRNA was detected in the small intestine (duodenum, jejunum and ileum), but not in the large intestine or kidneys of mice. Both isoforms were detected in epithelial cells (confirmed using intestinal organoids). Expression of Sglt3a/3b mRNA in duodenum and jejunum was significantly lower in ob/ob and BTBR ob/ob mice than in normal-weight littermates. Jejunal SGLT3 protein levels in aged obese patients before Roux-en-Y gastric bypass (RYGB) were lower than in lean individuals, but substantially upregulated 6months post-RYGB.Our study shows that Sglt3a/3b is expressed primarily in epithelial cells of the small intestine in mice. Furthermore, we observed an association between intestinal mRNA Sglt3a/3b expression and obesity in mice, and between jejunal SGLT3 protein levels and obesity in humans. Further studies are required to determine the possible role of SGLT3 in obesity.
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| 2. |
- Staron, Miroslaw, 1977, et al.
(författare)
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Identifying Implicit Architectural Dependencies using Measures of Source Code Change Waves
- 2013
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Ingår i: 39th Euromicro Conference Series on Software Engineering and Advanced Applications, SEAA 2013; Santander; Spain; 4 September 2013 through 6 September 2013. - 9780769550916 ; , s. 325-332
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Konferensbidrag (refereegranskat)abstract
- The principles of Agile software development are increasingly used in large software development projects, e.g. using Scrum of Scrums or combining Agile and Lean development methods. When large software products are developed by self-organized, usually feature-oriented teams, there is a risk that architectural dependencies between software components become uncontrolled. In particular there is a risk that the prescriptive architecture models in form of diagrams are outdated and implicit architectural dependencies may become more frequent than the explicit ones. In this paper we present a method for automated discovery of potential dependencies between software components based on analyzing revision history of software repositories. The result of this method is a map of implicit dependencies which is used by architects in decisions on the evolution of the architecture. The software architects can assess the validity of the dependencies and can prevent unwanted component couplings and design erosion hence minimizing the risk of post-release quality problems. Our method was evaluated in a case study at one large product at Saab Electronic Defense Systems (Saab EDS) and one large software product at Ericsson AB.
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| 3. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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