Circulating FGF21 Levels Are Progressively Increased from the Early to End Stages of Chronic Kidney Diseases and Are Associated with Renal Function in Chinese

Fibroblast growth factor 21 (FGF21) is a hepatic hormone involved in the regulation of lipid and carbohydrate metabolism. This study aims to test the hypothesis that elevated FGF21 concentrations are associated with the change of renal function and the presence of left ventricular hypertrophy (LVH) in the different stages of chronic kidney disease (CKD) progression.0.05).Plasma FGF21 levels are significantly increased with the development of early- to end-stage CKD and are independently associated with renal function and adverse lipid profiles in Chinese population. Understanding whether increased FGF21 is associated with myocardial hypertrophy in CKD requires further study

Is it possible to make Ethical Dialogical Art? The ethical implications of applying Intersectional Feminist methods to work with Dialogue-based Community Art.

I am a white, non-binary, crip, and queer person with mixed european minority heritage, raised as part of the rural Swedish working class. My understanding of the world is defined by this background as well as by my time as a gender scholar and in art school. To state this is to position myself to the knowledge I am hereby trying to produce: as a person from the margins this is also where I continue to position myself and my art, in connection to the American professor, social activist, and author bell hooks’ notion of the margin as a place for radical openness. In this text I present my current ideas on how applying Intersectional Feminist methods to work in Socially Engaged Art is a radical opening towards new, cooperative knowledge, and especially when working with dialogue-based art. In conjunction with these ideas, this essay questions what the ethical implications of engaging with such work might be

En analys av de positiva effekterna av lässtrategiundervisning på läsförståelse hos L2 Engelskaelever

This study investigates the potential benefits of reading strategy instruction in the English classroom in an L2 learner context. We examined the effects of reading strategy instruction on reading comprehension for L2 learners and investigated howreading strategies should be taught in the context of Swedish upper secondary school. To this end, six empirical studies were evaluated. We found that reading strategy instruction had a positive impact on reading comprehension in general, but that it was especially effective for certain student groups. Namely, intermediate learners benefitted more than other groups, while the weakest students improved the least in response to instruction. Furthermore, the research we examined suggests that it may be advantageous to focus on teaching a single strategy at a time. However, it is important to eventually expand students’ range ofstrategies long-term, since many pupils tend to over-rely on problem-solving strategies to the detriment of their progress in reading. Thus, emphasizing the less frequently used support strategies during instruction may help students read moreefficiently. Additionally, for reading strategies to best benefit learners, they should be taught in a clear, step-by-step manner. Finally, we argue that using aspects of Vygotsky’s sociocultural theory to inform lesson plans would greatly benefit students, especially those who are less proficient. Due to the lack of research in the increasingly heterogeneous Western world, future research should investigate how reading strategy instruction behaves in a multicultural context in the West