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Proteomic Profiling of Acoustically Isolated Extracellular Vesicles from Blood Plasma during Murine Bacterial Sepsis
No full textSepsis is a life-threatening condition caused by a dysregulated host response to an infection and is a leading cause of death worldwide. The condition is variable, which in combination with insufficient clinical markers, makes it challenging to predict when infection will progress to sepsis and to categorize patients into homogeneous patient subgroups. In this study, we demonstrate the use of acoustic trapping to rapidly enrich extracellular vesicles (EVs) from minute volumes of blood plasma from experimental mouse models of sepsis infected with the Gram-positive pathogen Streptococcus pyogenes or the Gram-negative pathogen Escherichia coli. Using quantitative mass spectrometry-based proteomics, we characterized the proteome of EVs and plasma to demonstrate that the EVs expand the observable proteome in plasma, with an emphasis on cellular processes and signaling. In our models, systemic bacterial infection altered the EV and plasma proteomes differently, with a predominant effect on proteins related to leukocyte migration in the EVs and on metabolism in the plasma. Finally, we show that E. coli infection significantly impacted metabolism, whereas S. pyogenes infection mainly affected the inflammatory response and neutrophil degranulation in our models. Collectively, our findings demonstrate that the acoustic trap facilitates access to plasma EVs, which in turn provides additional biological information which was not obtained from the plasma proteome alone
Framtagning av testningsmaskin för dockning av kroppskameror : Development of testing machine for docking body worn cameras
No full textThis project aimed to develop an automated testing machine for docking bo- dy cameras. Body cameras are increasingly used for evidence collection and corruption prevention, especially within law enforcement. The project was conducted in collaboration with a local camera company that manufactures body cameras. They test the durability of both the body cameras and their docking stations through repeated docking tests. The current testing method is time consuming, monotonous, and poses a risk of musculoskeletal injuries for the test personnel, as it is partly performed manually. The goal of the pro- ject was to reduce the amount of manual testing by building a machine that can automate the process. The focus of the work was on mechanical design, rather than software or control systems. The product development method double diamond was used to structure the project. This method included gathering information, defining company requirements, creating and evalua- ting concepts, and developing detailed designs. Methods used to analyze the docking motion included video recording and image tracking of the camera during docking, as well as measuring the forces the body camera is subjec- ted to during dockning and undocking. After evaluating various concepts, a design based on a modified 3D printer platform with a fourth axis was cho- sen. The detail development included designing the fourth axis and creating modules that allow for mechanical play in all directions. These play modules generate more realistic test results. The machine was testes by docking two cameras using the machine and docking one by hand and then comparing the wear patterns. The results showed that the machine produced very si- milar wear patterns on two di!erent machine docked cameras, proving its repeatability. The wear patterns largely resembled those caused by manual docking, with only minor di!erences between machine docked and manually docked cameras. After testing, the machine showed minimal signs of wear and demonstrated good durability. Remaining development opportunities inclu- de finalizing the machine’s code, making the camera motion more realistic, and optimizing the spring force in the lower play module, which needs to be studied and implemented in the design.Projektet syftade till att utveckla en automatiserad testmaskin för dockning av kroppskameror. Kroppskameror används alltmer inom rättsväsen världen över. De används bland annat för insamling av bevismaterial och för att minska korruption. Projektet görs i samarbete med ett lokalt kameraföre- tag som tillverkar kroppskameror. Företaget testar deras kroppskameror och dess dockningsstationers hållbarhet genom att göra slitagetester. Den nuva- rande testmetoden är tidskrävande, monoton och riskerar muskuloskeletala besvär för testpersonalen då den utförs delvis manuellt. Målet är att minska mängden manuell testning genom att bygga en maskin som kan automatise- ra processen. Arbetet fokuserade på den mekaniska konstruktionen, inte pro- gramvara och styrning. Produktutvecklingsmetoden double diamond används för att strukturera arbetet. Metoden omfattar insamling av information, de- finiering av krav från företaget, utveckling av koncept genom idégenerering, värdering och detaljutveckling. Metoderna för att analysera dockningsrörel- sen inkluderar filmning och imagetracking av kameran när den dockas samt mätning av krafter som kroppskameran utsätts för under in- och ur dock- ning. Efter konceptutvärdering valdes ett koncept baserat på en modifierad 3D-skrivarplattform med en fjärde axel. Detaljutvecklingen innebar design av en fjärde axel och moduler för att tillåta glapp i alla led. Dessa glapp- moduler möjliggör mer realistiska testresultat. Maskinen testades genom att låta den docka två kroppskameror och jämföra slitaget på dessa med en som dockats av en människa. Resultaten visade att maskinen ger mycket liknande slitmönster på de två maskindockade kroppskamerorna, vilket bevisar maski- nens repeterbarhet. Slitagemönstren liknar till stor del de som skapades med manuell dockning, med enstaka skillnader mellan de maskin-dockade och de manuellt dockade kroppskamerorna. Efter att ha testat maskinen visar den minimala tecken på slitage och visar sig vara slittålig. Kvarstående utveck- lingsmöjligheter är maskinens kod och att kroppskamerornas rörelsemönster kan göras mer verklighetstrogen. Optimal fjäderkraft i nedre glappmodulen behöver studeras och implementeras i designen
Lärares syn på musik och sånger som ett pedagogiskt redskap i ett EFL klassrum
No full textMusic and songs are beneficial tools to use in the classroom to teach English as a foreign language, however it is mentioned minimally in the Swedish syllabus. In the syllabus music is mentioned scarcely and it does not indicate how to use music in the classroom. This can be a challenge for many teachers to utilize music in a productive way with the students. The purpose of this study is to discover the teachers' view of music as a pedagogical tool in the classroom, if it is beneficial or challenging. Three different teachers were consulted with a semi-structured interview. Both previous and current theories were used to support our findings with the interviews. To effectively present the results, there are eight themes that proceeded from the interviews. The outcome of this study was found to be positive. Music and songs are viewed as a helpful pedagogical tool that assists with motivation and multimodality. Nevertheless it is a tool that can be challenging to utilize because of the possibility of disrupting the class. If the music brings too much energy, which results in a difficult to manage learning situation. Instead of modern music, older and slower songs are beneficial tools to work with.
What do We Know About Depopulation in Remote Places? : The Case of the Croatian Islands
No full textThe Croatian islands have many difficulties that resemble the general problems of rural and remote regions, which include rapid urbanization, deagrarianization, and falling birth rates, but there are also some specific national causes and explanations. Despite this, demographic trends in Croatia are generally treated as a marginal problem, even though they, directly and indirectly, generate economic and social problems that are difficult to overcome: demographic aging, labour market bottlenecks, problems of caring for elderly persons, lack ofsustainability in health and social security systems, and reduced economic growth. In this article, we examine previous studies on why people leave remote and rural areas. The research questions are: (RQ1) What do we know about why people leave rural and remote regions? (RQ2) What are the main drivers for leaving rural and remote regions? For this, we use theoretical perspectives on migration and previous empirical findings. We find that there are many lessons learned from international experiences that also can be applied on the Croatian islands, for example, migration due to education and labour market possibilities. When it comes to access to amenities and higher quality of life, these are advantages for the Croatian islands and may be used as comparative advantages
Feministisk pedagogik i lärautbildning: Samarbetandegemenskaper, kritisk reflektion, empowerment, och kontextuella ochadaptive tillvägagångssätt
No full textThis paper aims to examine the role and impact of feminist pedagogy in teachereducation programs by answering the following research questions: What are the key themes of feminist pedagogy in relation to teacher education? What are best practices and challenges inincorporating feminist pedagogy in teacher education? What are educators' experiences with feminist pedagogy, and do they foster inclusivity and equality? Feminist theory was used as a theoretical framework to complete a qualitative conceptual literature review. Through utilizing a constructivist grounded theory and constant comparative approach a thematic analysis was conducted of 25 studies and 3 books highlighting the impact of feminist pedagogy in different higher education settings with a focus on teacher education. This resulted in the four central themes of collaborative community, critical reflection, empowerment, and contextual and adaptive approaches as repeating and meaningful to teacher education programs. Next, best practices and challenges were discussed in implementing feminist pedagogical strategies in teacher education classrooms. Some best practices included building collaborative communities through shared decision-making and co-teaching, involving studentsin creating classroom norms and course syllabi, and offering assessment choices. Some challenges included its time-consuming nature, the discomfort that comes from demonstrating vulnerability, and institutional challenges such as a lack of policy support. Finally, practices that foster inclusivity and equality were examined more closely which included honoring students’ lived experiences and fostering collaborative and reflective learning communities through coconstructing knowledge, adapting to diverse student needs, empowering student voice and agency, and challenging traditional educational hierarchies. Limitations found in this study included time constraints, inexperience with NVivo software, and in finding studies which looked at intersectionality and diversity in teachers’ experiences, with gaps in research on gender, race, and the impacts of digital contexts on theuses of feminist pedagogy. Some suggestions for future research include the use of interviews, longitudinal and comparative studies, analyzing institutional resistance, and examining moreclosely intersectionality, digital learning environments, and the ways subject area and one’sidentity influence the use of feminist pedagogical practices. Feminist pedagogy is of increasing importance to create inclusive learning communities in a world that is becoming polarized and solitary due to effects of politics and the impacts of AI on teaching. We should strive to create supportive learning environments for our students, andthose in teaching education programs, that foster collaboration and mutual respect which can be achieved with feminist pedagogy
Unfollowed. : Crisis Communication and the Disruption of Parasocial Relationships in the Age of Social Media Influence
No full textInfluencers play a central role in today's media landscape, shaping their personal brand through curated content, constant visibility, and audience engagement. Social media affordances enable influencers to foster strong parasocial relationships, offering audiences a sense of intimacy and accessibility. These same affordances also play a significant role in shaping how crises are managed and perceived. This study investigates the triangulation of crisis communication, parasocial relationships, and social media affordances through a netnographic approach. Using Matilda Djerf’s workplace scandal from December 2024 as the central example for analysis, the study applies Image Repair Theory, Affordance Theory, and parasocial relationship frameworks. The research aims to explore how influencers leverage social media affordances to cultivate parasocial relationships with their audience and navigate crises when they occur. Data was collected and analyzed across three time periods, pre-crisis, crisis response, and post-crisis to identify potential changes in her parasocial relationships. Furthermore, the use of image repair strategies in Djerf’s crisis communication is studied. Netnography enables the collection and analysis of online data, focusing primarily on Djerf’s Instagram content and accompanying comment sections. The comment sections revealed several themes in the audience’s reactions. The results show that Djerf fostered strong parasocial relationships with her audience pre-crisis, through consistent visibility and engagement. During the crisis, her use of several image repair strategies was met with criticism, as many perceived her response as lacking accountability and authenticity. These tensions remain ongoing in the post-crisis period, with continued criticism of her communication approach and character. The findings show the complexity and fragility of parasocial relationships and how platform affordances both can facilitate and complicate these relationships during a crisis. The study highlights the challenges of influencers balancing polished personal brands with demands for transparency and responsibility
Circular Architecture Meets Circular Economy : A Pilot Experience in Interdisciplinary Teaching for Climate-Neutral Building Practices
No full textBackground and aim. This study evaluates the implementation and effectiveness of a pilot course aimed at integratingcircular principles into architectural education to respond to the built environment’s pivotal role in the climate crisis. Thecourse introduces undergraduate students to the foundational concepts of circular design, promoting climate-neutralpractices. Co-taught by specialists in circular architecture and circular economy, it blends a design project with practicaltraining in life cycle calculations. By analysing the course structure and outcomes, the study highlights how circulardesign, and economic considerations can be effectively incorporated into academic learning.Methods and Data. The study employs a mixed-method approach that includes qualitative project analysis andquantitative student surveys. Reflexivity and self-critical discussions were central to minimize bias, critically assessteaching practices, and ensure a balanced evaluation of learning outcomes and course impact.Findings. The course revealed the necessity of a holistic approach to teaching sustainable architecture, demonstrating astrong correlation between understanding circular design and effectively applying LCA and LCC tools. The dual approachenhanced students' design skills while equipping them with practical abilities to assess both the environmental impact andeconomic viability of their designs.Theoretical / Practical / Societal implications. This experience highlights the importance of interdisciplinary teachingin architectural education. The findings suggest that future courses should continue to integrate design with environmentaland economic analysis, better preparing students for sustainable practice. The course offers a model that can be adaptedin other contexts, contributing to the broader goal of climate-neutral buildings
Risk, discomfort and disruption: experiences of (im)mobilitiesin public spaces among Swedish youth racialised as non-white
No full textMobility can be understood as both an everyday part of, and a normative imperative in, young people’s lives. It is also an unequally distributed resource. Based on interviews and focus groups with people in their teens, this article analyses how young people racialised as non-white experience (im)mobility in public spaces in Sweden. Drawing on Sarah Ahmed’s theorising, the article discusses how spaces are experienced in the racialised social-spatial order of Stockholm and Malmö. The analysis shows that the negative reactions of others, such as ‘looks’ and ‘comments’, in places perceived as white (Swedish) makes the young people feel unwelcome and disrupt their mobility. The young people’s experiences correspond to overall societal patterns of racialisation and segregation within these cities and Sweden as a whole. The analysis also shows that the young people express aversion towards visiting certain spaces or talk about complete withdrawal from spaces seen as risky. To analyse such responses of ‘being stopped’ we introduce the concepts of ‘socio-spatial reluctance’ and ‘socio-spatial withdrawal’. The article concludes that youth spatial mobilities must be understood as restricted by racialised structures, which affect not only where this category of young people feel safe to go but also what they can do
History in Person : Intergenerational Memory in Young Literary Life Writing
No full textThis essay discusses popular life writing by younger Danish writers descending from immigrants. It focuses on selected works, within the last two decades, that all have had significant presence in public sphere debates or caused controversy. The books in different ways addresses struggles around intergenerational memory and it is argued that the works can be seen as ways of trying to re-approach life in an ambiguous as well as insightful engagement with one’s heritage as well as a majority culture
Nordic early childhood education policies and virulent nationalist trends
No full textThis 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