| 1. |
- Harju, Anne
(creator_code:cre_t, creator_code:res_t)
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Forskarnas galleri #3 : Space & Place: forskning om social hållbarhet i Malmö
- 2017
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Konstnärligt arbeteabstract
- I Malmö bor cirka 330 000 människor. Hälften av invånarna i Malmö är under 35 år och en femtedel är under 18 år. I utställningen Space & Place kan du ta del av hur två forskargrupper undersöker barns och ungas relation till några av stadens rum. Utställningen belyser metoder i forskningsprocessen.Projekten utgår från barns och ungas upplevelser av sin närmiljö. Forskningen är exempel på hur Malmö högskola bidrar till ett socialt hållbart Malmö.
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| 5. |
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| 7. |
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| 8. |
- Anderberg, Elsie, et al.
(författare)
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The epistemological role of language use in children’s explanations of physical phenomena
- 2011
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Ingår i: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 41:4, s. 489-505
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Tidskriftsartikel (refereegranskat)abstract
- The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.
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| 9. |
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| 10. |
- Andersen, Thomas, et al.
(författare)
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C-X-C Ligand 16 Is an Independent Predictor of Cardiovascular Death and Morbidity in Acute Coronary Syndromes
- 2019
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Ingår i: Arteriosclerosis, Thrombosis and Vascular Biology. - 1079-5642 .- 1524-4636. ; 39:11, s. 2402-2410
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Tidskriftsartikel (refereegranskat)abstract
- Objective:The chemokine CXCL16 (C-X-C motif ligand 16) is a scavenger receptor for OxLDL (oxidized low-density lipoproteins) and involved in inflammation at sites of atherosclerosis. This study aimed to investigate the association of CXCL16 with clinical outcome in patients with acute coronary syndrome.Approach and Results:Serial measurements of CXCL16 were performed in a subgroup of 5142 patients randomized in the PLATO trial (Platelet Inhibition and Patient Outcome). Associations between CXCL16 and a composite of cardiovascular death, spontaneous myocardial infarction or stroke, and the individual components were assessed by multivariable Cox regression analyses. The hazard ratio per 50% increase in admission levels of CXCL16 analyzed as continuous variable was 1.64 (95% CI, 1.44-1.88), P<0.0001. This association remained statistically significant after adjustment for randomized treatment, clinical variables, CRP (C-reactive protein), leukocytes, cystatin C, NT-proBNP (N-terminal pro-brain natriuretic peptide), troponin T, GDF-15 (growth differentiation factor 15), and other biomarkers; hazard ratio 1.23 (1.05-1.45), P=0.0126. The admission level of CXCL16 was independently associated with cardiovascular death (1.50 [1.17-1.92], P=0.0014) but not with ischemic events alone, in fully adjusted analyses. No statistically independent association was found between CXCL16 measured at 1 month, or change in CXCL16 from admission to 1 month, and clinical outcomes.Conclusions:In patients with acute coronary syndrome, admission level of CXCL16 is independently related to adverse clinical outcomes, mainly driven by an association to cardiovascular death. Thus, CXCL16 measurement may enhance risk stratification in patients with this condition.
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| 11. |
- Avery, Helen, et al.
(författare)
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Vad spelar roll för föräldrarna?
- 2021
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Ingår i: Möjligheter för förskola i en tid av mångfald och rörlighet. - 9789144124773 ; , s. 139-151
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Bokkapitel (populärvet., debatt m.m.)abstract
- The focus of this chapter is the conversations with parents that were conducted during the project "Opportunities for preschool in a migrating world". The background for the conversations with parents lies in the preschool staff's perception that what makes their particular approach unique and valuable depends on the time and care they put into contact with the parents. Several aspects of the section's practices were influenced by the staff's own experiences. Did these experiences apply to other parents, with different backgrounds and who may have been in a different situation? And could this knowledge be helpful for the staff - at the preschool or other preschools in the city - with no experience of coming new to Sweden? For all these questions, the staff felt that the researchers' "outside perspective" could be helpful. The purpose of this chapter is therefore to present as clearly as possible the views and reflections that parents had in conversations, compare their perspectives with the staff's perceptions and discuss some of the implications the parents' perspectives may have for the discussions held in Sweden about receiving newly relocated families and around parental involvement in preschool development.
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| 12. |
- Boksjö, Olga, 1973-
(författare)
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”Ska vi googla, fröken?” : Några förskollärares uppfattningar om undervisning relaterad till digitala tekniker i förskolan
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap. In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise.In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities. Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation. Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs.
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| 13. |
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| 14. |
- Gregersen, Ida, et al.
(författare)
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Legumain in Acute Coronary Syndromes : A Substudy of the PLATO (Platelet Inhibition and Patient Outcomes) Trial
- 2020
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Ingår i: Journal of the American Heart Association. - : WILEY. - 2047-9980. ; 9:17
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The cysteine protease legumain is increased in patients with atherosclerosis, but its causal role in atherogenesis and cardiovascular disease is still unclear. The aim of the study was to investigate the association of legumain with clinical outcome in a large cohort of patients with acute coronary syndrome. METHODS AND RESULTS : Serum levels of legumain were analyzed in 4883 patients with acute coronary syndrome from a substudy of the PLATO (Platelet Inhibition and Patient Outcomes) trial. Levels were analyzed at admission and after 1 month follow-up. Associations between legumain and a composite of cardiovascular death, spontaneous myocardial infarction or stroke, and its individual components were assessed by multivariable Cox regression analyses. At baseline, a 50% increase in legumain level was associated with a hazard ratio (HR) of 1.13 (95% CI, 1.04-1.21),P=0.0018, for the primary composite end point, adjusted for randomized treatment. The association remained significant after adjustment for important clinical and demographic variables (HR, 1.10; 95% CI, 1.02-1.19;P=0.013) but not in the fully adjusted model. Legumain levels at 1 month were not associated with the composite end point but were negatively associated with stroke (HR, 0.62; 95% CI, 0.44-0.88;P=0.0069), including in the fully adjusted model (HR, 0.57; 95% CI, 0.37-0.88;P=0.0114). CONCLUSIONS: Baseline legumain was associated with the primary outcome in patients with acute coronary syndrome, but not in the fully adjusted model. The association between high levels of legumain at 1 month and decreased occurrence of stroke could be of interest from a mechanistic point of view, illustrating the potential dual role of legumain during atherogenesis and acute coronary syndrome. REGISTRATION: URL: https://www.clinicaltrials.gov; Unique identifier: NCT00391872.
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| 15. |
- Gullö, Jan-Olof, 1961-, et al.
(författare)
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Supervision of independent projects in music in higher education
- 2017
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Ingår i: <em>Music Education and Equality</em>. - Göteborg : Academy of Music and Drama, University of Gothenburg/NNMPF. ; , s. 54-55
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Konferensbidrag (refereegranskat)abstract
- Since the Bologna Declaration in 1999, the independent project on the undergraduate level, also called bachelor essay or degree project, and the independent project on masters level has a special role in ensuring and maintaining the relevant learning outcomes. Our preconceptions in this paper is that most of the higher education institutions in Sweden are in a similar position concerning student’s independent projects: the independent projects in music needs to be more influenced by current research and needs, on the basis of such research, to be further developed. The purpose of this paper and conference presentation is to highlight different aspects of the independent project in higher education in music, to report experiences from a national conference on independent projects in music and to present some theoretical suggestions for future development. This is a work in progress.At the national conference on independent projects in music, 13 to 14 October, 2016 at the Royal College of Music in Stockholm, many different aspects were discussed such as, supervision strategies and qualification requirements for supervisors, the size and scope of independent projects, different forms for examination as well as the balance between formality in education and students' artistic ambitions. A challenge for higher education is that there are different possible models for how the independent projects can be performed by the students according to their own aspirations, wishes and requirements as well as different offered conditions at different institutions. Our analysis shows that the learning outcomes seem to have been interpreted in a similar way in various Swedish higher music institutions. But on the other hand the evaluation criteria’s are less discussed and usually not explicitly expressed.The supervision of students’ independent projects may, obviously or not, have a most significant impact on both the students’ performance and the quality of their projects. However, our analysis shows that there is a big difference between how the independent project is carried out by different students and also big differences in how the supervision is designed and performed in different study programs and at different institutions. Thus there’s a big difference between, for example, solo projects for violin at an institution for classical music or song writing at an institution for music production, even if they are at the same college or university. But regardless of what orientation the individual students have on their independent projects, all institutions that participated in the national conference on independent projects in music reported that they have organized regular supervision during the students’ independent projects. It was also found that it is rather the exception than the rule that the supervisors have received special training in supervision. Likewise, the awareness among the supervisors of the latest current research and literature on tutoring was almost non-existing. Therefore, the National Conference agreed that a national coordination for on-going professional development for tutors and discussion on supervision issues should be arranged.The framework for this article is based on a socio-cultural and dialogical perspective, which proposes that learning and understanding develop in context through interaction and dialogue (see e.g. Bachtin 1981; Vygotskij, 2001). Independence, as in the independent project, is thus something that can be explored in interactions of different kinds. Literacies are seen as social practices where epistemologies and identities are crucial.In this project we aim to develop a model for supervision in music based on Mick Heeley’s model Curriculum design and the research-teaching nexus (Healey & Jenkins 2009, 7; Healey, 2005, 70). Healey’s model uses two dimensions where the first dimension is a stress field with emphasis on research content versus emphasis on research processes and problems in the outer positions. The second stress field has outer positions where the students either are participants or audience. As a result the curriculum design is described in the model in four different positions, firstly: the research- tutored: engaged in research discussions; secondly: the research-based: undertaking research and inquiry; thirdly: the research-led: learning about current research in the discipline, and fourth: the research-oriented: developing research and inquiry skills and techniques. As a result we expect that a model for supervision in music based on Healey’s model may work as a bridge between the polarisation of research based on either scholarship or artistic practice. This is a work in progress and we look forward to present our preliminary results and discuss suggestions for future development.
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| 16. |
- Harju, Anne, et al.
(författare)
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Academic code meets praxis code in higher education
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to explore verbal interactions during group tutoring of undergraduate’s thesis in teacher education program. The point of departure is that the public authority that oversees higher education institutions, The Swedish National Agency for Higher Education (2006), has questioned the quality of the theses at undergraduate and master level at the teacher education programs in Sweden. The main critic aimed at the theses concerns lack of academic qualities, such as failing theoretic awareness, weak analysis, normativity and lack of critical thinking. The teacher education program in Sweden is defined as a professional training program which means that students to a large extent are focused on practical aspects of the profession. In the paper, the intersections between students’ and the supervisor’s perceptions of and purpose of the thesis are explored. Two differing discourses were identified in the transcribed extracts of verbal interaction; academic code used mainly by the tutor and praxis code used by the students. The analysis focuses the meeting between these codes in relation to supervision and is inspired of the code theory of Basil Bernstein, where “codes” are used to describe regulative principles, realized through different possibilities of selection and combination (Atkinson, 1985). Language is also used as a means to understand social relationships, structures and processes. Noticeable is that within these codes the same expressions were used to great extent, but with different meanings and in different contexts.
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| 17. |
- Harju, Anne, et al.
(författare)
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Akademisk diskurs möter praxis diskurs i högre utbildning
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Presentationen handlar om språkligt samspel i handledning av examensarbeten i grupp. Utgångspunkten är den kritik som riktats mot examensarbeten vid landets lärarutbildningar (Skolverket 2006). Huvudkritiken går bland annat ut på att många examensarbeten ger uttryck för normativitet i kombination med brist på kritiskt tänkande. Samma sorts kritik framkommer vid en extern och intern granskning av examensarbeten på Malmö högskola producerade 2007 vid Fakulteten för lärande och samhälle (Berglund 2013). Granskningen visar bland annat på svag medvetenhet om teori och brister i analys samt att studenterna inte skiljer mellan styrdokument och forskning. Vår utgångspunkt är att den kritik som riktas mot examensarbeten kan ses som ett pedagogiskt problem där det talade och skrivna språket står i fokus. Undervisning i högre utbildning handlar i stor utsträckning om användning av talat och skrivet språk där handledningssituationer utgör samtal om språk i form av text. Syftet med studien som presenteras är att undersöka språkliga samspel under handledningssituationer i grupp. Fokus ligger på skärningspunkter mellan studenters och handledares föreställningar om och syfte med examensarbetet. Som Englund (2011) påpekar, kan lärarutbildning ses som en arena där praxiskultur möter akademisk kultur med språkanvändningen som kritisk brytpunkt. Praxisdiskurser möts då mot akademisk diskurs i handledningsmöten. En intressant fråga är då vad som sker i mötet mellan dessa diskurser i förhållande till handledning och det slutgiltiga (skrivna) examensarbetet. Det empiriska materialet som ligger till grund för konferensbidraget kommer ursprungligen från ett forskningsprojekt där studenter på lärarutbildningen med inriktning mot förskola, fritidshem och årskurs 1-3 handleddes i grupp i samband med examensarbetet. Målet med det ursprungliga projektet var att stödja, och samtidigt studera kollaborativa lärsituationer i högre utbildning. Seminarierna spelades in och transkriberades. Analysen i föreliggande bidrag är gjord på detta material och är inspirerad av Basil Bernsteins kodteori.
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| 18. |
- Harju, Anne, et al.
(författare)
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Becoming a ‘Swedish preschool child’ : the ambivalent introduction into Swedish preschool mirrored in pedagogy, policy and discourse about preschool and migration
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The preschool education in Sweden can be perceived as having a double role. On the one hand it is seen as a mediator of dominant culture, language and imagined nationality, and on the other hand , as a promoter of values like multiculturalism and acceptance of difference. In the paper, we explore how this tension is embedded in the curriculum and in everyday routines in preschool, regarding language and culture. The results show that, while a multicultural approach is highlighted in the curriculum and by pedagogues, dominant cultural traditions and the Swedish language are given an emphasized role.
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| 19. |
- Harju, Anne, et al.
(författare)
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Colliding collaboration in student-centred learning in higher education
- 2017
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Ingår i: Studies in Higher Education. - : Taylor & Francis. - 0307-5079 .- 1470-174X. ; 42:8, s. 1532-1544
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Tidskriftsartikel (refereegranskat)abstract
- The presentation deals with the assumption that student-centred learning enhances students’ sense of involvement and facilitates a recontextualization of their experiences into valid knowledge in an academic context. Bernstein’s (1971, 2000) concepts of classification and framing of knowledge and his distinctions between horizontal and vertical knowledge codes are used to explore these assumptions, focusing on the regulation of educational knowledge in one case of student-centred learning. Based on the results, we problematize the assumption that student-centred learning enhances students’ sense of involvement and gives them power and control over the knowledge production. We also problematize the assumption that student-centred learning in higher education facilitates a recontextualization of students’ former experiences, for example connected to work practice. The horizontal and vertical knowledge codes ultimately did not meet in the project; instead, the two different discourses formed competing and colliding frameworks.
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| 20. |
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| 21. |
- Harju, Anne, et al.
(författare)
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Opening up new spaces for languaging practice in early childhood education for migrant children
- 2020
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 28:2, s. 151-161
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores language practice in early childhood education for children new to the majority language, discussing how language practice can be transformed through actions such as reflexive dialogues with educators. In a Swedish action-research project, educators and researchers collaborated in reflexive dialogues to develop language practice in a preschool with large linguistic diversity. Various activities forming the basis of the dialogues were implemented, including photography by children enabling them to share their experiences. The results indicate that the educators positioned themselves between two common approaches to language practice for migrant children, i.e. multilingualism and monolingualism, a positioning evident in their language practice. Although striving for a multilingual approach, the educators' daily activity structure and talk about the children recalled monolingual norms, assuming that people with access to several languages must master one before learning another. Through implementing actions including children's perspectives and introducing 'translanguaging', language practice developed towards multilingualism, focusing increasingly on language as a process for expression and meaning-making rather than a tool for mastering the majority language. This approach turned educators away from deficit assumptions, instead emphasising children's skills and agency.
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| 22. |
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| 23. |
- Harju, Anne, et al.
(författare)
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Practice and Academic Knowledge Colliding in Teacher Education
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to discuss and problematize the relation between knowledge generated within the framework of preschool practice, and academic knowledge about the same practice. Two cases where students produced under- and post graduate theses were analyzed. In both cases the students were expected to re-contextualize their professional experiences and knowledge into valid academic knowledge. Bernstein’s (1971, 2000) concepts of classification and framing of knowledge and his distinctions between horizontal and vertical knowledge were used in order to analyze the regulation of educational knowledge. The result shows that horizontal and vertical knowledge ultimately did not meet in the analyzed cases; instead, the two different discourses formed competing and colliding frameworks.
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| 24. |
- Harju, Anne, 1965-, et al.
(författare)
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Samverkan i motstånd : ett utvecklingsprojekt för flerspråkig förskoleverksamhet
- 2018
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Ingår i: NÄD2018 - Nationell Ämnesdidaktisk konferens 2018, 26-27 april 2018, Kristianstad. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- I detta paper problematiseras samverkan i ett utvecklingsprojekt som genomförs i en förskoleavdelning med participatorisk ansats (PAR). Projektet genomförs på en avdelning med ett 20-tal barn mellan tre och fem år som inte talar någon eller mycket lite svenska. I participatorisk forskning ligger ofta tonvikten på utveckling av professionella praktiker på den enskilda arbetsplatsen. Handlingsutrymmet för pedagoger ligger dock inbäddat i strukturer som är svåra att påverka. Bland annat kan en strikt tillämpning av likvärdighetsprincipen medföra att det blir svårt att tillgodose specifika behov och förutsättningar, eller att utveckla nya modeller lokalt.
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| 25. |
- Harju, Anne, et al.
(författare)
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Space of action for pedagogues and researchers in action research projects
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The ai m of the presentation is to discuss the possibilities of action research to make profound and long-lived educational changes. We discuss this in relation to an ongoing action research project carried out with pedagogues in a preschool section in southern Sweden. The section is in a phase when they need to review the organisation in relation to inner and outer structure and pedagogy. One challenge that has been identified during the research process is that the section is perceived as being 'isolated' and 'invisible'. This perception relates to the surrounding organisational, juridical and economic structures, which, according to the pedagogues, make it difficult to work with the organisational and pedagogical changes they feel are needed. Based on these results, we want to address the possibilities of change-making in an action research project in relation to power relations between different organisational levels of power (pedagogues, preschool management, municipality management, researchers). We draw on the concept of practice 'architectures' (Kemmis and Smith 2008; Kemmis 2009) to explore how scope for change at the section is shaped and formed by mediating preconditions for practice, that is, how cultural –discursive, material –economic and social –political preconditions shape and give content to the ‘thinking, ́doing ́ and ́relating’ that orient and justify the practices.
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| 26. |
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| 27. |
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| 28. |
- Kontny, Frederic, et al.
(författare)
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Pentraxin-3 vs C-reactive protein and other prognostic biomarkers in acute coronary syndrome : A substudy of the Platelet Inhibition and Patients Outcomes (PLATO) trial
- 2020
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Ingår i: European Heart Journal. - : Oxford University Press (OUP). - 2048-8726 .- 2048-8734. ; 9:4, s. 313-322
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Tidskriftsartikel (refereegranskat)abstract
- AIMS: We investigated the dynamics, associations with patient characteristics, other biomarkers, and clinical outcomes of pentraxin 3 in acute coronary syndrome.METHODS AND RESULTS: In multivariate analyses, pentraxin 3 measured in 5154 patients randomised in the Platelet Inhibition and Patients Outcomes (PLATO) trial (NCT00391872) was compared with leukocytes, high-sensitivity C-reactive protein, interleukin-6, cystatin C, N-terminal prohormone brain natriuretic peptide, high-sensitivity troponin T and growth differentiation factor 15 concerning prediction of clinical outcome. Pentraxin 3 peaked earlier than high-sensitivity C-reactive protein and was more strongly correlated with N-terminal prohormone brain natriuretic peptide and high-sensitivity troponin T than with high-sensitivity C-reactive protein. The frequency of cardiovascular death, spontaneous myocardial infarction or stroke by quartiles of pentraxin 3 at admission was 6.1%, 7.3%, 9.7% and 10.7%, respectively ( p<0.0001). The hazard ratio per 50% increase of pentraxin 3 was 1.13 (95% confidence interval: 1.07-1.19), p<0.0001. This association remained significant after stepwise adjustments for leukocytes/high-sensitivity C-reactive protein (1.09 (1.02-1.15)), p=0.009, interleukin-6 (1.07 (1.01-1.14)), p=0.026, and cystatin C (1.07 (1.00-1.13)), p=0.044, but not after adjustment for N-terminal prohormone brain natriuretic peptide, high-sensitivity troponin T and growth differentiation factor 15. Admission pentraxin 3 was also associated with several of the individual endpoint components (cardiovascular death/spontaneous myocardial infarction; p=0.008, cardiovascular death; p=0.026, and spontaneous myocardial infarction; p=0.017), but not with stroke. Pentraxin 3 measured in the chronic phase (i.e. at one month) was still predictive of the composite endpoint in univariate analysis (1.12 (1.04-1.20) per 50% increase) p=0.0024, but not after adjustment for the other biomarkers.CONCLUSION: Admission level of pentraxin 3 is a modestly stronger predictor than high-sensitivity C-reactive protein and interleukin-6, but not than N-terminal prohormone brain natriuretic peptide or high-sensitivity troponin T, concerning cardiovascular outcome in acute coronary syndrome. Pentraxin 3 is more strongly correlated with N-terminal prohormone brain natriuretic peptide and high-sensitivity troponin T than with high-sensitivity C-reactive protein.
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| 29. |
- Lundberg, Osa, 1967-, et al.
(författare)
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‘Can you teach me a little Urdu?’ : Educators navigating linguistic diversity in pedagogic practice in Swedish preschools
- 2023
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Ingår i: Global Studies of Childhood. - : Sage Publications. - 2043-6106. ; :3, s. 245-260
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Tidskriftsartikel (refereegranskat)abstract
- According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators’ dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein’s competence model with weak classification and framing accommodates translanguaging, giving room for the children’s own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children.
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| 30. |
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| 31. |
- Magnusson, Lena O, lektor, 1963-, et al.
(författare)
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Photography, time, place and space in early childhood education
- 2021
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Konferensbidrag (refereegranskat)abstract
- This presentation addresses how early childhood education practice, based on traditions and unspoken beliefs about what children are, know and need, may be challenged as children’s photographic perspectives of the place, time and spaces they inhabit, become visible. The presentation is based on two researchers re-reading and re-analysing work of the visual data from two different case studies with different aims. The children that were participants in the two studies from where the empirical material of this paper was retrieved, belong to groups that beforehand are positioned and viewed from a deficit perspective; one group of children that are newly arrived in Sweden and said to “lack the language” as well as the right properties of Swedishness (Åkerblom & Harju 2019). The other group positioned as “small” or “younger” children, conceptualized as lacking verbal language as well as maturity (Magnusson, 2018a, 2018b). By following the children’s use of cameras and depicting of the places, an aspect that evolved was when “time dissolved”. The children broke a linear time flow open and thereby widened the capacity of the camera, as well as the act of memory production in the use of cameras. In order to follow and interpret this aspect in the data, the concept of “widened moment” became a way to understand and describe the children's use of the cameras. The results show that by following the (photographic) gaze of the child, when he/she is becoming onlooker (Sparrman & Lindgren, 2010) and take part as a participant holding a camera, the understanding of preschool may change in a way that can offer a diverse and widened understanding of children’s interests and their ways of communicating with each other and with the teachers as well as the education setting. An understanding that can tell another and a hitherto untold story about children’s experience and exploration of space and also of their perspective of everyday life in their well-known places. Children take photographs in the institutional place that in different ways concern aspects of space and time, this way they are communicating their experiences and meanings attributed to the place.
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| 32. |
- Magnusson, Lena O, lektor, 1963-, et al.
(författare)
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The visual construction of childhood in Swedish preschool institutions through the photographic gaze of children
- 2020
-
Ingår i: Nordic childhoods in contemporary times.
-
Konferensbidrag (refereegranskat)abstract
- This presentation aims to highlight aspects of the visual construction of childhood as well as the visualisation of modes (Jewitt & Kress, 2003; Kress, 2003) of communication in the institutional space of Swedish preschool – through the eyes of children who inhabit those spaces. The presentation is based on two researchers re-reading and re-analysing work of the visual data from two different case studies with different aims. The re-analysing work is evolving, and methodological developed, during the re-readings performed.The first study was carried out within the framework of an educational action-research project (Kemmis, 2010) to open up new spaces for languaging and literacy practices in an early childhood setting with sizeable linguistic diversity. The study focused how the concept of childhood is given meaning about issues embedded in society, such as nationalism and migration, when the institution of preschool is characterised by a tension between the aim to foster Swedishness and at the same time mediate values of multiculturalism (Åkerblom & Harju, 2019). The second study is an ethnographic study (Hammersley & Atkinson, 2007) focusing on how three-year-old's become camera users in preschool and thereby are offered the opportunity to become onlooker (Sparrman & Lindgren, 2010) in the context of preschool. Where they usually are the ones being looked at (Magnusson, 2018a, 2018b). Children were offered disposable cameras in the first study and digital cameras in the other; the two studies both focused on the everyday context of preschool and was ethically approved by children and their guardians.The overall produced data consist of children's photographs, visual (camcorder) and textual data (pen, paper) as well as interviews with children. Through the re-reading of data, we aim to explore and discuss how contemporary Swedish childhoods are constructed and experienced by children in a time of diversity and transience out of the two questions: What is characterising for the childhoods created by the children who inhabit them? What are the visual conditions in preschool, and what can be the consequence if children become photographic onlooker in this context?The photographs made by the children, the stories told in the interviews, and the children's actions and experiences within the two studies are examined and analysed as "social occasions" (Jones, 2009, p. 114) with the help of the analytical concepts of multimodal modes (Jewitt & Kress, 2003; Kress, 2003). Thereby speech, sound, image-making and body language (gestures and looks) are seen as active parts in producing language. The preliminary results show how children can become co-creators of the daily activities in preschool by teachers following and listening to the ways that children develop language, in a broader sense, with the help of visual and visualising tools. This result can come to offer preschool teachers and researcher new and changing directions in the understanding of Swedischnes and what language can be and become by following the children rather than fostering them to become communicative in a particular or given way.
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| 33. |
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| 34. |
- Millei, Zsuzsa, et al.
(författare)
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Nordic early childhood education policies and virulent nationalist trends
- 2024
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (refereegranskat)abstract
- This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades' policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy changes in Sweden and Denmark, their undemocratic coercive moves and racist undertones become visible. By focusing on the intersections of language and place in selected policies, we respond to the questions: 'what is the problem represented to be' and 'what are the solutions offered?' (Bacchi, 2012). We argue for the urgency of further research as the identified policy shifts indicate the prevalence of a more virulent form of nationalism in the Nordic ECE space threatening its Nordic democratic values.
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| 35. |
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| 36. |
- Neunsinger, Silke, 1970-
(författare)
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Die Arbeit der Frauen – die Krise der Männer : Die Erwerbstätigkeit verheirateter Frauen in Deutschland und Schweden 1919–1939
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In 1939 a law was passed in Sweden which forbade employers to dismiss female employees because of marriage or pregnancy. In Germany a law had been introduced already in 1932, which gave employers the right to dismiss a woman when she married. It also gave women right to end their employment for the same reason. The political decisions behind these legal changes were in both cases the result of an extended debate on the right of employment of married women. This debate occurred in most industrialised European countries in the interwar period.The increasing participation of women on the labour market was by some groups interpreted as a cause of mass unemployment. Economic crisis contributed to a crisis of masculinity, which then led to attacks on the rights of married women to paid employment. In Sweden there was a state commission set up in 1936 with the task of investigating women’s employment. This commission, kvinnoarbetskommittén, managed to demonstrate that dismissing women would not lead to a lowering of the unemployment figures for men, a task they accomplished through detailed studies of several labour market areas. The report of the commission guided the decision of parliament, a decision taken when the economic depression had already turned to a boom period. The composition of the commission as well as its work was a consequence of the strong influence of the Swedish women’s movement.In Germany the rights of women to paid employment was limited already in 1923 as the result of the financial crisis of the state. During the depression the attacks on married women’s right to employment became a political tool, which could be used both in foreign and domestic policy. Dismissing married women employed as civil servants was aimed to quash the demands of unemployed men. A prime target in the foreign policy was to convince the victors of World War I that reparations exceeded the ability of the German nation, a nation which had been badly stricken by economic crisis and unemployment. With this argument a solution of the unemployment issue was given second priority.
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| 37. |
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| 38. |
- Nordén, Birgitta, et al.
(författare)
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New in Sweden : Experiences from Preschool Reception and Newly Arrived Families
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden of today and Europe, there is a lively debate about the reception and education of migrating children, young people and adults (Nilsson & Bunar 2015; Nilsson Folke 2015). The educational challenges have often been conceptualized and explained as a problem of difference in culture, ethnicity and language of the migrant children (León-Rosales 2010; Lunneblad 2013; Nilsson & Bunar 2015). Bouakaz, (2009), for instance, shows that in meeting the newly arrived families, it is the differences that are conceptualized as problematic. The position of the child’s mother tongue is a basic factor affecting access to education and school success (Ball 2011). Intercultural school development is a fundamental condition for democratic societies, and a priority in European policy today (Council of Europe 2007, 2015, 2016). The project at hand aims to address the demands of a changing educational landscape and broaden the picture of the situation of children and families with an immigrant background from a civic perspective. The project focuses newly arrived children’s first encounter with the Swedish educational system in the context of preschool. There are few studies on newly arrived children in the Swedish preschool. According to Tallberg Broman et al. (2015) focus on diversity, migration and ethnicity is also limited in relation to preschool. The forms of early childhood education and care vary greatly across Europe (European Commission, 2015). In Sweden, preschool is part of the overall education system. It has its own national curriculum, as well as formal university level training requirements for preschool teachers. Since the 1970s, preschool has played an important part of Swedish integration policy (Lunneblad 2013), and today an intercultural approach is emphasized (Skolverket 2010). In 2011, one in five preschool children had a different first language than Swedish and this number is increasing. Only in 2015, more than 16,000 children between one and six with the right to attend preschool and preschool class arrived in Sweden (Skolverket 2016; Migrationsverket 2016). In this process preschool as an organisational and educational setting has an important role to play. As Persson (2012) has pointed out, in an increasingly segregated society, and in the case of creating intercultural and multilingual education, the preschool can provide solutions and make a difference. This is why the project’s objective is to develop ways of organising spaces in preschool for successful learning and teaching through a participatory approach. The preschool teachers and other actors, as well as the children and their families take part in and collaborate in the research project from their perspectives and in a manner where their experiences and knowledge are seen as assets. The aims of the project in this respect correspond to the principles set forward by the Working group of the European Commission, which stress that quality depends on ”relationships between ECEC providers and children’s families; relationships and interactions between staff and children, and among children; (...) the involvement of parents in the work of the ECEC setting and the day-to-day pedagogic practice of staff within an ECEC context;” (European Commission, 2014, p. 6) ”A professional role is one which is regulated and requires individuals to develop and reflect on their own practice and with parents and children, create a learning environment which is constantly renewed and improved.” (European Commission p. 70) The participatory research design, in which different actors co-operate to organize preschool as a setting and civic instrument will also constitute a knowledge contribution in itself. Besides the participant’s knowledge development, the objective is to strengthen the scientific base and proven experience as support to professional knowledge. Methodology, Methods, Research Instruments or Sources Used The project is carried out in a preschool in southern Sweden, where one of the sections is an introduction class for children 3-5 year who do not speak any Swedish at all or very little. In the section there are 20 children and the activities focus on strengthening the children's identity and language, both the Swedish and the first language. The project is carried out mainly at the introduction section, but the study will also include the preschool as a whole, because the children after about a year's stay in the introduction section, move to another department at the present preschool or to a preschool closer to their home. A participatory approach is used, involving head teachers, teachers and other preschool staff members, the children and their families. We lean on the action research tradition (McNiff 2002; Norton 2009; Kemmis 2009). The approach implies that teachers, teams and institutions, together with researchers, are encouraged to systematically explore their work to develop the pedagogical knowledge and teaching. Much of the implemented research within educational action research has the teachers in focus, although educational action research implies a process in which all involved should be included, also the students (McNiff 2002). In the project, we will involve researchers and teachers, as well as the children and their families (Gallacher & Gallagher 2008; Clark 2010). The staff at the participating preschool have accepted to work in a participatory way, where researchers together with staff, children, care takers, and preschool management investigate strengths and challenges regarding how the preschool can reinforce language development. The model for the implementation of the project follows the typical participatory action research cycle, which includes planning, action, observation and reflection (McNiff 2002). The function of PAR is here taken as Braye and McDonell (2013, 269) argue, to “get the people affected by a problem together, figure out what is going on as a group, and then do something about it”. Conclusions, Expected Outcomes or Findings During the spring of 2017, the project will have run its first phase. In this phase of the project, the families, the prechool teachers, the children, preschool leaders and members of the municipal administration will have had the opportunity to formulate their concerns and discuss them in groups. For adults, focus groups with participants from each category will be carried out, that is, one with staff, another with management and a third with families. To get an insight to the children’s perspectives, we will use suitable methods adapted to the specific group of children. This presupposes a child-centred approach that fits within the children’s play and daily activities. The approach of using groups will give the participants in each category the opportunity to share and formulate problems, which in turn will give the project perspectives and experiences from the various groups of participants. An anticipated challenge is that the families live in different neighbourhoods, which limits opportunities for informal contacts between them. The staff and management of the preschool have identified some challenges and problems, but also strengths that the section and the preschool face in relation to the children’s learning and development. They see that although multilingualism can be considered an asset, the multilingualism in itself doesn’t create the dynamics in which learning opportunities and development can take place, something that also Kultti (2014) has observed in her research on how to deal with newly arrived children with a first language differing from the majority language.
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| 39. |
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| 40. |
- Nordén, Birgitta, et al.
(författare)
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Practices In Development : How Is Meaning, Context And Motivation Created For Learning For Sustainability In The Preschool's Educational Outdoor Activities?
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- European Commission underlines the import ance of early childhood education for education attainment, and to reduce social inequalities. The Proposal on early childhood education has now been adopted (EC, 2018). But early childhood education also plays a role in achieving Agenda 2030 sustainability goals and honouring European commitments for the environment. Research suggests that early childhood experiences of nature shape emotional relations to the natural environment, supporting agency and environmental awareness (Hammarsten et al, 2018). Outdoor education thus lays a foundation for future engagement and education for sustainability. The present study concerns an outdoor education project at a Swedish urban pre-school for 3-5 year olds that receives a large proportion of newly arrived children, with a focus on a section with about 20 children between three and five years who do not speak any or very little Swedish. It is part of a larger study financed by the Swedish School Research Institute concerning the conditions for learning and teaching in a world characterised by diversity and migration. The researchers support and follow staff, management, parents and children in jointly developing educational environments where different languages, identities, pedagogical relations and organisation work together to support children's learning and development. Outdoor education in this context involves three main dimensions: (1) Children's relation to place and their immediate environment. (2) The curriculum's goals for natural science in preschool. (3) Pedagogical didactic strategies. In Sweden, preschool is an integrated part of the education system, and the preschool curriculum currently stresses a mission of teaching. Policy ambitions in this respect are rising, and from July 2019, the preschool has the task of striving for every child ... "... to develop their ability to distinguish, explore, document, ask questions and discuss natural science ..." The Swedish preschool education curriculum thereby creates challenges for preschool teachers, especially in pre-schools that have not previously focused on nature or science phenomena. The increased demands entail a risk that sustainability will become something that is placed on top of existing activities, and which is difficult to integrate. There are not necessarily relevant given activities or traditional forms of teaching to fall back on, when preschool teachers are to interpret the curriculum's intentions in their practice. Should the children develop a relationship with the place they live in, or should focus rather lie on learning limited abstract elements about different phenomena? Is the subject-specific language important, or the phenomenon itself? Is the child assumed capable of thinking independently, and find his or her own explanations, or is it instead important to teach the difference between facts and imagination? In practice, there is not much room to go into depth about such issues in planning. There is therefore a risk of working with fragmented and decontexualised activities that are easy to implement in practice. The study consequently examines reflection-in-action processes of the preschool staff, in connection with the group of staff, management and children in their collaborative work to improve the preschool playground. Focus lies on the one hand on the preschool teachers’ thoughts on how different changes can offer opportunities for learning, and on the other, on the children’s participation and children's own thoughts in these processes. Methodology, Methods, Research Instruments or Sources Used The research approach draws on Participatory Action Research ( PAR) focusing learning through action and with reflection in focus. The approach used in the study aims to change practitioners' understanding of their practice and under what conditions they practice. PAR is understood as a practice-changing practice with the aim of developing the practice by creating a critical approach to what one does, how to think and how to relate to the contexts in which it operates (Kemmis 2009). The analysis tool consists of the concept of Practice Architecture (PA), which helps us explore and understand what enables and limits teaching practices and learning opportunities.The starting point for the PA is that people meet in intersubjective spaces that are arranged in specific ways. These spaces mediate the conditions for practitioners: Cultural-discursive arrangements (1); Material-economic arrangements (2); Social policy arrangements (3) (Kemmis 2009; Kemmis et al 2014; Rönnerman, 2017). Changing the PA involves changing the overall framework for what is said, done and how to relate to each other and to what you do - thereby opening new spaces for their teaching, development and learning practice. In the period 2017-2018 the children have taken pictures of their environment and talked about it; conversations with children; a children’s council has been formed. The outdoor group meetings take place regularly, involving children and staff. Conversations took place in groups with staff or with staff together with managers, as well as individual interviews with parents. Pre-school teachers (n = 5) were interviewed, examining their and the children's perspectives on what are important activities in science/environmental and sustainability education. The study also involved informal participant observation and conversations with children. Cooperation between the three sections of the preschool has been initiated through a "child council" (n = 4 children) and teacher´s "outdoor group" (n= 6: staff + researcher), focusing ways to change the preschool’s playground, and create an outdoor environment offering rich opportunities for play and learning. Conclusions, Expected Outcomes o r Findings Initial findings involve spatial perspectives of ch ildren's places: (1) Adults organise spaces for children at preschool.The physical space and design, including vegetation, water and surfaces affect how the space creates - or does not create - opportunities for action and interactions for the children. (2) The children take their place in these spaces, create their own places and invest them their own meanings. Children attribute meaning and emotions in ways that may differ from adult practices and intentions for the same places. Material-economic arrangements: Physical time-space enables and sets limits to how we can do things in the (outdoor) c lassroom, shapes and gives content to the "doing" of practice: (1). Educational Development Limitations: (1.1) fragmentation of the educational content; (1.2) family's living conditions; (1.3) the way activities are organised in time and space; (1.4) the allocation of human resources and staff schedule. (2). Opening up the physical space (changing the action): (2.1) Create spaces for shared reflection between and within the different organisational levels, and between children, educators and researchers. (2.2) The researchers actively participate in the development of the learning space. The role of the preschool teachers and educators is multifaceted and complex: to provide care, security, learning, entry into society, and entail transparency in difficult living conditions. What the staff express is in line with findings from the report by Zetterqvist, Nelson and Hagström (2017) on newly arrived children in Sweden. It appeared that administrative and other factors placed considerable constraints on the staff’s and children’s agency in creating a greener outdoor environment, which would greater opportunities for activities and experience. Nevertheless, the processes encouraged action, reflection and collaboration. Engagement in the process of changing their immediate environment appeared particularly important for the newly arrived children, as a way of making their own place in Sweden.
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| 41. |
- Nordén, Birgitta, et al.
(författare)
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Praktiker under utveckling : hur skapas mening, sammanhang och motivation att lära för hållbarhet i förskolans utepedagogiska aktiviteter?
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Från juli 2019 har förskolan uppdraget att sträva efter att varje barn..."...utvecklar sin förmåga att urskilja, utforska, dokumentera, ställa frågor om och samtala om naturvetenskap...". Förskoleläroplanen skapar utmaningar för förskollärare, särskilt i förskolor som inte sedan tidigare haft fokus på natur eller naturvetenskapliga fenomen. De ökade kraven medför en risk att naturvetenskap blir något som läggs ovanpå befintlig verksamhet, och som är svårt att integrera. Wanda Sass (2018) betonar istället motivationens betydelse för ”viljan-att-handla". Det finns inte nödvändigtvis relevanta givna aktiviteter eller traditionella former för undervisning att falla tillbaka på, när förskollärare skall tolka läroplanens intentioner i sina praktiker. Skall fokus ligga på att barnen utvecklar en relation till platsen de bor på, eller snarare på att lära sig avgränsade abstrakta moment om skilda fenomen. Är det fackspecifika språket betydelsefullt, eller fenomenet i sig? Kan barnet fundera självständigt, och hitta sina egna förklaringar, eller är det viktiga att förstå skillnad på fakta och fantasi? Det finns inte mycket utrymme att gå på djupet omkring sådana frågor i planeringen. Snarare än att följa didaktiska argument, uppstår därför risken att man arbetar med lösryckta aktiviteter som är lätta att genomföra praktiskt. Presentationen redogör för en studie om ett utepedagogikprojekt på en förskolaför 3-5-åringarsom tar emot en stor andel nyanlända barn. Mellan tre avdelningar har samarbete initierats genom ett "barnråd" (n=4 barn) respektive en "gårdsgrupp"(n=6 personal + forskare) och gårdsmiljöns förändringsmöjligheter fokuseras. Förskollärare (n=5–10) intervjuas varvid deras och barnens perspektiv på vad som är viktiga aktiviteter i natur-/miljö-och hållbarhetsundervisning undersöks genom ett participatoriskt och aktionsforskningsinspirerat arbetssätt. Studien syftar till att ta fram lämplig verktygslåda för att stärka det pedagogiska utvecklingsarbetet i förskolan och utgör ett delmoment i en större studie finansierat av Skolforskningsinstitutet om förutsättningar för lärande och undervisning i en värld som kännetecknas av diversitet och migration.
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| 42. |
- Papantonis Stajcic, Maria, 1972-, et al.
(författare)
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Preschool Class Children and Grade One Pupils’ Questions about Molecules from a Digital Interactive Session at a Culture Center in Sweden
- 2024
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Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 14:6, s. 651-651
-
Tidskriftsartikel (refereegranskat)abstract
- This study focuses on preschool class children and grade one pupils’ questions about the natural sciences. The article presents the questions that preschool class children and grade one pupils asked via a chat function in connection with a digital interactive lesson about molecules arranged by a culture center in Sweden. The results of the thematic analysis are discussed in relation to their didactic implications for natural science teaching with young learners. The most relevant conclusions are that children drew from their own experiences when approaching molecules, they could generalize their experiences and apply them to other contexts, and they needed time to process the content and then ask questions. Therefore, the authors suggest the use of children’s questions as a useful pedagogical tool for helping young children understand abstract concepts such as molecules. Furthermore, follow-up interviews with children are suggested as a means of mapping the origin of such questions. © 2024 by the authors.
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| 43. |
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| 44. |
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| 45. |
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| 46. |
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| 47. |
- Ueland, Thor, et al.
(författare)
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Admission Levels of DKK1 (Dickkopf-1) Are Associated With Future Cardiovascular Death in Patients With Acute Coronary Syndromes
- 2019
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Ingår i: Arteriosclerosis, Thrombosis and Vascular Biology. - 1079-5642 .- 1524-4636. ; 39:2, s. 294-302
-
Tidskriftsartikel (refereegranskat)abstract
- Objective- The Wnt/wingless signaling antagonist DKK1 (dickkopf-1) regulates platelet-mediated inflammation and may contribute to plaque destabilization. We hypothesized that DKK1 would be associated with cardiovascular outcomes.Approach and Results- We determined DKK1 levels in serum samples obtained before randomization, at discharge, and 1 and 6 months in a subset of 5165 patients with acute coronary syndromes in the PLATO trial (Platelet Inhibition and Patient Outcomes; NCT00391872). The median (interquartile range) DKK1 concentrations were 0.61 (0.20-1.27) ng/mL at baseline and increased during follow-up. The hazard ratio (95% CIs) for the composite end point (cardiovascular death, nonprocedural spontaneous myocardial infarction, or stroke) during 1 year of follow-up, per 50% increase in baseline DKK1 concentration, was 1.06 (1.02-1.10), P=0.0011, and remained significant in fully adjusted analysis with 14 conventional clinical and demographic and 6 biochemical variables, including NT-proBNP (N-terminal pro-B-type natriuretic peptide), hs-TnT (high-sensitivity troponin T), and GDF-15 (growth differentiation factor 15; 1.05 [1.00-1.09]; P=0.028). This association was mainly driven by the association with cardiovascular death, where a gradual increase in event rates was observed with increasing quartiles of DKK1 (2.7%, 3.0%, 4.3%, and 5.0%) and remained significant and unmodified in fully adjusted analysis (hazard ratio, 1.10 [1.04-1.17]; P=0.002). Change in DKK1 and levels at 1 month were unrelated to outcomes. A modifying effect of ticagrelor on DKK1 discharge levels was observed but not associated with prognosis.Conclusions- In patients with acute coronary syndromes treated with dual antiplatelet treatment, admission DKK1 levels were independently associated with a composite of cardiovascular death, myocardial infarction, or stroke and with cardiovascular death alone.
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| 48. |
- Ueland, Thor, et al.
(författare)
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ALCAM predicts future cardiovascular death in acute coronary syndromes : Insights from the PLATO trial
- 2020
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Ingår i: Atherosclerosis. - : Elsevier. - 0021-9150 .- 1879-1484. ; 293, s. 35-41
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND AND AIMS: Activated leukocyte cell adhesion molecule (ALCAM) is upregulated during inflammation and involved in transmigration of leukocytes and T-cell activation. We hypothesized that ALCAM might be associated with recurrent events in patients with acute coronary syndromes (ACS).METHODS: ALCAM was measured in serum obtained on admission, at discharge, 1 month and 6 months in a subgroup of 5165 patients admitted with ACS and included in the PLATelet inhibition and patient Outcomes (PLATO) trial (NCT00391872). The association between ALCAM and the composite endpoint and its components, including cardiovascular (CV) death, non-procedural spontaneous myocardial infarction (MI) or stroke during 1-year follow-up, was assessed by Cox proportional hazards models with incremental addition of clinical risk factors and biomarkers (including high-sensitivity troponin T, N-terminal pro-B-type natriuretic peptide and growth differentiation factor-15).RESULTS: The median (Q1-Q3) concentration of ALCAM at admission was 97 (80-116) ng/mL. A 50% higher level of ALCAM on admission was associated with a hazard ratio (HR) of 1.16 (95% confidence interval [1.00-1.34] p = 0.043) for the composite endpoint in fully adjusted analysis, mainly driven by the association with CV death (HR 1.45 [1.16-1.82] p = 0.0012).CONCLUSIONS: In patients with ACS, admission level of ALCAM was independently associated with adverse outcome including CV death even after adjustment for established inflammatory and cardiac biomarkers.
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| 49. |
- Ueland, Thor, et al.
(författare)
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Osteoprotegerin Is Associated With Major Bleeding But Not With Cardiovascular Outcomes in Patients With Acute Coronary Syndromes : Insights From the PLATO (Platelet Inhibition and Patient Outcomes) Trial
- 2018
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Ingår i: Journal of the American Heart Association. - : WILEY. - 2047-9980. ; 7:2
-
Tidskriftsartikel (refereegranskat)abstract
- Background-Elevated levels of osteoprotegerin, a secreted tumor necrosis factor-related molecule, might be associated with adverse outcomes in patients with coronary artery disease. We measured plasma osteoprotegerin concentrations on hospital admission, at discharge, and at 1 and 6months after discharge in a predefined subset (n=5135) of patients with acute coronary syndromes in the PLATO (Platelet Inhibition and Patient Outcomes) trial. Methods and Results-The associations between osteoprotegerin and the composite end point of cardiovascular death, nonprocedural spontaneous myocardial infarction or stroke, and non-coronary artery bypass grafting major bleeding during 1year of follow-up were assessed by Cox proportional hazards models. Event rates of the composite end point per increasing quartile groups at baseline were 5.2%, 7.5%, 9.2%, and 11.9%. A 50% increase in osteoprotegerin level was associated with a hazard ratio (HR) of 1.31 (95% confidence interval [CI], 1.21-1.42) for the composite end point but was not significant in adjusted analysis (ie, clinical characteristics and levels of C-reactive protein, troponin T, NT-proBNP [N-terminal pro-B-type natriuretic peptide], and growth differentiation factor-15). The corresponding rates of non-coronary artery bypass grafting major bleeding were 2.4%, 2.2%, 3.8%, and 7.2%, with an unadjusted HR of 1.52 (95% CI, 1.36-1.69), and a fully adjusted HR of 1.26 (95% CI, 1.09-1.46). The multivariable association between the osteoprotegerin concentrations and the primary end point after 1month resulted in an HR of 1.09 (95% CI, 0.89-1.33); for major bleeding after 1month, the HR was 1.33 (95% CI, 0.91-1.96). Conclusions-In patients with acute coronary syndrome treated with dual antiplatelet therapy, osteoprotegerin was an independent marker of major bleeding but not of ischemic cardiovascular events. Thus, high osteoprotegerin levels may be useful in increasing awareness of increased bleeding risk in patients with acute coronary syndrome receiving antithrombotic therapy.
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| 50. |
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