Förskollärares tal om fysik i förskolan

Through the revised curriculum (Swedish National Agency for Education, 2010), science was emphasised, and chemical processes and physical phenomena added as specific content for preschool. However, reviews by the Swedish Schools Inspectorate (2018) show that preschool teachers are still uncertain about the science content and what it should mean in a preschool context. Therefore, it is of interest to study what happens during planning sessions where preschool teachers plan an object of learning in physics. This article presents the qualitatively different ways as the preschool teachers' statements connected to physics and how the teaching of physics changes during four work team planning sessions. The analysis of video transcripts of the planning sessions shows that the preschool teachers' discussions reflect both uncertainty and certainty about the physics content and the physics teaching. The preschool teachers' talk connected to the content change over time from everyday language to the use of scientific concepts. Over time preschool teachers identify new potential starting points for the object of learning. The object of learning is discussed as a construction process and related to time and to what happens during planning sessions and teaching activities. Finally, the implications for practice are put forward

Life Expectancy After Surgical Aortic Valve Replacement.

To access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked DownloadBackground: Surgical risk, age, perceived life expectancy, and valve durability influence the choice between surgical aortic valve replacement (SAVR) and transcatheter aortic valve implantation. The contemporaneous life expectancy after SAVR, in relation to surgical risk and age, is unknown. Objectives: The purpose of this study was to determine median survival time in relation to surgical risk and chronological age in SAVR patients. Methods: Patients ≥60 years with aortic stenosis who underwent isolated SAVR with a bioprosthesis (n = 8,353) were risk-stratified before surgery into low, intermediate, or high surgical risk using the logistic EuroSCORE (2001-2011) or EuroSCORE II (2012-2017) and divided into age groups. Median survival time and cumulative 5-year mortality were estimated with Kaplan-Meier curves. Cox regression analysis was used to further determine the importance of age. Results: There were 7,123 (85.1%) low-risk patients, 942 (11.3%) intermediate-risk patients, and 288 (3.5%) high-risk patients. Median survival time was 10.9 years (95% confidence interval: 10.6-11.2 years) in low-risk, 7.3 years (7.0-7.9 years) in intermediate-risk, and 5.8 years (5.4-6.5 years) in high-risk patients. The 5-year cumulative mortality was 16.5% (15.5%-17.4%), 30.7% (27.5%-33.7%), and 43.0% (36.8%-48.7%), respectively. In low-risk patients, median survival time ranged from 16.2 years in patients aged 60 to 64 years to 6.1 years in patients aged ≥85 years. Age was associated with 5-year mortality only in low-risk patients (interaction P < 0.001). Conclusions: Eighty-five percent of SAVR patients receiving bioprostheses have low surgical risk. Estimated survival is substantial following SAVR, especially in younger, low-risk patients, which should be considered in Heart Team discussions. Keywords: aortic stenosis; aortic valve replacement; epidemiology; valvular heart disease.Swedish Heart-Lung Foundation Swedish government Swedish county councils concerning economic support of research and education of doctors (ALF agreement) ALFGBG-725131 Vastra Gotaland Region Family Nils Winberg's Foundatio

EBook proceedings of the ESERA 2011 conference : science learning and citizenship

This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers.ESERA - European Science Education Research Associatio

Practical guidelines for rigor and reproducibility in preclinical and clinical studies on cardioprotection

The potential for ischemic preconditioning to reduce infarct size was first recognized more than 30 years ago. Despite extension of the concept to ischemic postconditioning and remote ischemic conditioning and literally thousands of experimental studies in various species and models which identified a multitude of signaling steps, so far there is only a single and very recent study, which has unequivocally translated cardioprotection to improved clinical outcome as the primary endpoint in patients. Many potential reasons for this disappointing lack of clinical translation of cardioprotection have been proposed, including lack of rigor and reproducibility in preclinical studies, and poor design and conduct of clinical trials. There is, however, universal agreement that robust preclinical data are a mandatory prerequisite to initiate a meaningful clinical trial. In this context, it is disconcerting that the CAESAR consortium (Consortium for preclinicAl assESsment of cARdioprotective therapies) in a highly standardized multi-center approach of preclinical studies identified only ischemic preconditioning, but not nitrite or sildenafil, when given as adjunct to reperfusion, to reduce infarct size. However, ischemic preconditioning—due to its very nature—can only be used in elective interventions, and not in acute myocardial infarction. Therefore, better strategies to identify robust and reproducible strategies of cardioprotection, which can subsequently be tested in clinical trials must be developed. We refer to the recent guidelines for experimental models of myocardial ischemia and infarction, and aim to provide now practical guidelines to ensure rigor and reproducibility in preclinical and clinical studies on cardioprotection. In line with the above guideline, we define rigor as standardized state-of-the-art design, conduct and reporting of a study, which is then a prerequisite for reproducibility, i.e. replication of results by another laboratory when performing exactly the same experiment

University physics students' use of explanatory models

We have examined university physics students’ use of models when explaining phenomena concerning the interaction between electromagnetic radiation and matter. A range of scientific models are available to explain the phenomena. The student sample is drawn from six universities in UK and Sweden. The sample students have difficulties in providing appropriate explanations for the phenomena. Few students use a single model consistently in their explanations of related phenomena. Students' use of models appears to be highly sensitive to the context in which the phenomena to be explained is presented to them