Increased pulsatility in the fetal ductus venosus is not related to altered cardiac strain in high-risk pregnancies.

Blood flow velocity patterns in fetal veins are considered to reflect cardiac function, but have not been convincingly documented. The aim of this study was to generate reference values for fetal cardiac strain and compare it with results in fetuses with signs of increased venous pulsatility

Fetal Cardiac Function and Venous Circulation - Experiences with Velocity Vector Imaging

Placental dysfunction resulting in intrauterine growth restriction (IUGR) is a common complication of pregnany and severe IUGR, with ensuing fetal hypoxia is an important cause of perinatal mortality and morbidity. Doppler studies of fetal and maternal vessels are routinely used for fetal surveillance and alterations in fetal venous blood flow has been demonstrated as a late sign of fetal compromise. However, the role of venous blood flow investigations in decisions on delivery has not been clearly defined and abnormal ductus venosus blood flow has shown moderate accuracy in predicting adverse perinatal outcome. The mechanisms behind ductus venosus dilatation in fetal hypoxia, the transmissions of pulses in the fetal venous system and the association between venous blood flow and cardiac function have also not been completely clarified. We investigated ductus venosus and umbilical venous blood flow patterns and the association between alterations in the two vessels and adverse perinatal outcome. Changes in ductus venosus blood flow during systole occurred more rarely than diastolic changes and were more often associated with adverse periatal outcome. UV-pulsations seemed to be an independent indicator of fetal compromise, regardless of ductus venosus pulsatility index for veins (PIV), which was not a reliable indicator of fetal compromise as an isolated finding. The heart is a crucial organ for fetal adaptation to placental insufficiency. Studies have indicated cardiac damage and remodelling during chronic hypoxia and estimations of cardiac function may therefore be useful for fetal surveillance in IUGR. The best suited parameters, however, remain to be established. Methods that analyze cardiac deformation have recently been developed and have shown promise. Using the novel speckle tracking technique Velocity Vector Imaging, strain, strain rate and velocity of the ventricular and atrial walls were measured in a cohort of 250 healthy fetuses and compared to results in a group of 38 fetuses with signs of impaired placental function. Reference ranges were constructed for the control group. Cardiac strain did not differ between the control and study groups and there was no association between ductus venosus PIV, umbilical vein pulsations and ventricular or atrial strain, strain rate or velocity. This indicates that during fetal hypoxia, circulatory redistribution results in preservation of cardiac deformation thereby maintaining cardiac output intac

Förväntningar formar framtiden : Om meningsskapande vid övergångar i skolans tidigare år

The aim of the study is to visualize and discuss how students perceive and make meaning in their transition from pre-school class to primary school. A special goal is to identify factors that facilitates and/or hinders students’ successful transition. In spring 2017, nine five-year-old children expressed their thoughts before starting in preschool class. The thoughts were documented in interviews and drawings that the students made. By going back to the students who were interviewed then and with their images as artifacts, this study wants to analyze how the students retrospectively describe their experiences of the transition and make the students' expectations and concerns visible to future transitions. In analyses, the study wants to understand what the important aspects to take into account at school transitions are. The study has a social constructionist framework. The children's experiences of transitions is constructed together with the researcher in the process of research (Alvesson & Sköldberg, 2017). A socio-cultural perspective is used and presumes that transitions are constructed in a social community. During transitions the students revise and re-identify their identities. The pupils´ experiences in the transition process becomes important aspects in the students' identity construction and meaning making (Newman & Paasi, 1998).The pupils were able to give their thoughts on things they saw as frightening but which turned out to be simple and other things that were really difficult. It is hoped that, based on the students' experiences, tools are found to use in the work with successful transitions

Förväntningar formar framtiden : Om meningsskapande vid övergångar i skolans tidigare år

The aim of the study is to visualize and discuss how students perceive and make meaning in their transition from pre-school class to primary school. A special goal is to identify factors that facilitates and/or hinders students’ successful transition. In spring 2017, nine five-year-old children expressed their thoughts before starting in preschool class. The thoughts were documented in interviews and drawings that the students made. By going back to the students who were interviewed then and with their images as artifacts, this study wants to analyze how the students retrospectively describe their experiences of the transition and make the students' expectations and concerns visible to future transitions. In analyses, the study wants to understand what the important aspects to take into account at school transitions are. The study has a social constructionist framework. The children's experiences of transitions is constructed together with the researcher in the process of research (Alvesson & Sköldberg, 2017). A socio-cultural perspective is used and presumes that transitions are constructed in a social community. During transitions the students revise and re-identify their identities. The pupils´ experiences in the transition process becomes important aspects in the students' identity construction and meaning making (Newman & Paasi, 1998).The pupils were able to give their thoughts on things they saw as frightening but which turned out to be simple and other things that were really difficult. It is hoped that, based on the students' experiences, tools are found to use in the work with successful transitions

Förväntningar formar framtiden : Om meningsskapande vid övergångar i skolans tidigare år

The aim of the study is to visualize and discuss how students perceive and make meaning in their transition from pre-school class to primary school. A special goal is to identify factors that facilitates and/or hinders students’ successful transition. In spring 2017, nine five-year-old children expressed their thoughts before starting in preschool class. The thoughts were documented in interviews and drawings that the students made. By going back to the students who were interviewed then and with their images as artifacts, this study wants to analyze how the students retrospectively describe their experiences of the transition and make the students' expectations and concerns visible to future transitions. In analyses, the study wants to understand what the important aspects to take into account at school transitions are. The study has a social constructionist framework. The children's experiences of transitions is constructed together with the researcher in the process of research (Alvesson & Sköldberg, 2017). A socio-cultural perspective is used and presumes that transitions are constructed in a social community. During transitions the students revise and re-identify their identities. The pupils´ experiences in the transition process becomes important aspects in the students' identity construction and meaning making (Newman & Paasi, 1998).The pupils were able to give their thoughts on things they saw as frightening but which turned out to be simple and other things that were really difficult. It is hoped that, based on the students' experiences, tools are found to use in the work with successful transitions

Förväntningar formar framtiden : Om meningsskapande vid övergångar i skolans tidigare år

The aim of the study is to visualize and discuss how students perceive and make meaning in their transition from pre-school class to primary school. A special goal is to identify factors that facilitates and/or hinders students’ successful transition. In spring 2017, nine five-year-old children expressed their thoughts before starting in preschool class. The thoughts were documented in interviews and drawings that the students made. By going back to the students who were interviewed then and with their images as artifacts, this study wants to analyze how the students retrospectively describe their experiences of the transition and make the students' expectations and concerns visible to future transitions. In analyses, the study wants to understand what the important aspects to take into account at school transitions are. The study has a social constructionist framework. The children's experiences of transitions is constructed together with the researcher in the process of research (Alvesson & Sköldberg, 2017). A socio-cultural perspective is used and presumes that transitions are constructed in a social community. During transitions the students revise and re-identify their identities. The pupils´ experiences in the transition process becomes important aspects in the students' identity construction and meaning making (Newman & Paasi, 1998).The pupils were able to give their thoughts on things they saw as frightening but which turned out to be simple and other things that were really difficult. It is hoped that, based on the students' experiences, tools are found to use in the work with successful transitions

Förväntningar formar framtiden : Om meningsskapande vid övergångar i skolans tidigare år

The aim of the study is to visualize and discuss how students perceive and make meaning in their transition from pre-school class to primary school. A special goal is to identify factors that facilitates and/or hinders students’ successful transition. In spring 2017, nine five-year-old children expressed their thoughts before starting in preschool class. The thoughts were documented in interviews and drawings that the students made. By going back to the students who were interviewed then and with their images as artifacts, this study wants to analyze how the students retrospectively describe their experiences of the transition and make the students' expectations and concerns visible to future transitions. In analyses, the study wants to understand what the important aspects to take into account at school transitions are. The study has a social constructionist framework. The children's experiences of transitions is constructed together with the researcher in the process of research (Alvesson & Sköldberg, 2017). A socio-cultural perspective is used and presumes that transitions are constructed in a social community. During transitions the students revise and re-identify their identities. The pupils´ experiences in the transition process becomes important aspects in the students' identity construction and meaning making (Newman & Paasi, 1998).The pupils were able to give their thoughts on things they saw as frightening but which turned out to be simple and other things that were really difficult. It is hoped that, based on the students' experiences, tools are found to use in the work with successful transitions

Investigations on atrial function in fetuses with signs of impaired placental function.

Cardiac dysfunction has been shown in cases of placental insufficiency, but few reports exist on fetal atrial function. The aim of this study was to generate reference values for atrial strain and compare them to results in fetuses with signs of increased placental resistance and abnormal venous circulation

Läsundervisning i skolåren F-3: lärare och forskare reflekterar över ett forsknings- och utvecklingsprojekt

Med målsättningen att utveckla läsfärdighet och läslust hos de yngsta eleverna genomfördes i två skolor ett sex veckor långt forsknings- och utvecklingsprojekt i F–3. I projektet kombinerades systematiskt litteraturarbete med läsaktiviteter i hemmen. I denna artikel fokuseras de reflektioner som projektets lärare förmedlade i sina logg- och mötesanteckningar. Syftet var att ta del av lärarnas uppfattning om elevers läsfärdighet och läslust relativt ett språkutvecklande arbetssätt samt vilka brister respektive förtjänster de noterat avseende projektet. Resultatet, som sedan speglas mot praktikarkitektur i en metareflektion om samverkan och kunskapsutveckling, visar att lärarna uppfattar att läsfärdighet och läslust utvecklades genom läsundervisningen i skolan med fokus på lässtrategier och boksamtal, samt genom hemläsning. Klyftan mellan lässvaga och lässtarka elever föreföll dock öka när hemmen engagerades, varför skolans kompensatoriska uppdrag aktualiserades. Praktikarkitekturen bidrar till att se hur de olika praktikerna samspelar i ett samverkansprojekt med flera aktörer och bidrar till inblandades kunskapsutveckling. De kollegiala samtalen samt diskussioner om forskning lyftes fram som betydelsefulla inslag i utvecklingsarbetetGodkänd;2022;Nivå 0;2022-03-21 (hanlid)</p

Läsundervisning i skolåren F-3: lärare och forskare reflekterar över ett forsknings- och utvecklingsprojekt

Med målsättningen att utveckla läsfärdighet och läslust hos de yngsta eleverna genomfördes i två skolor ett sex veckor långt forsknings- och utvecklingsprojekt i F–3. I projektet kombinerades systematiskt litteraturarbete med läsaktiviteter i hemmen. I denna artikel fokuseras de reflektioner som projektets lärare förmedlade i sina logg- och mötesanteckningar. Syftet var att ta del av lärarnas uppfattning om elevers läsfärdighet och läslust relativt ett språkutvecklande arbetssätt samt vilka brister respektive förtjänster de noterat avseende projektet. Resultatet, som sedan speglas mot praktikarkitektur i en metareflektion om samverkan och kunskapsutveckling, visar att lärarna uppfattar att läsfärdighet och läslust utvecklades genom läsundervisningen i skolan med fokus på lässtrategier och boksamtal, samt genom hemläsning. Klyftan mellan lässvaga och lässtarka elever föreföll dock öka när hemmen engagerades, varför skolans kompensatoriska uppdrag aktualiserades. Praktikarkitekturen bidrar till att se hur de olika praktikerna samspelar i ett samverkansprojekt med flera aktörer och bidrar till inblandades kunskapsutveckling. De kollegiala samtalen samt diskussioner om forskning lyftes fram som betydelsefulla inslag i utvecklingsarbetetGodkänd;2022;Nivå 0;2022-03-21 (hanlid)</p