Background: Sepsis is defined as a life-threatening condition characterized by

organ failure caused by a disruption in the systemic response to an infection. Each

year, nearly 49 million people worldwide are affected by sepsis, with

approximately 40,000 of them being from Sweden. Nearly one-fifth of those

affected do not survive and die from complications. The nurse is responsible for

the care of patients with sepsis, including the administration of fluid therapy and

prescribed medications. Nurses play a central role in identifying early symptoms

of sepsis and initiating treatment. Aim: The aim of this literature review was to

compile nurses' experiences and perceptions of identifying patients with sepsis at

an early stage in inpatient care. Method: The study was conducted as a literature

review with a qualitative approach and was based on ten scientific articles. Data

collection was performed through the databases Cinahl and PubMed. The analysis

was carried out using qualitative content analysis. Results: Nurses' experiences of

identifying sepsis at an early stage in inpatient care were compiled into four main

themes: Conditions for early identification of sepsis, Structural conditions:

Guidelines, workload, work environment, Evidence-based knowledge: Theory and

instruments, Interprofessional collaboration and communication. Conclusion: The

results show that the identification of sepsis is influenced by experience,

education, and working conditions. Experienced nurses rely on their intuition,

while less experienced ones focus on measurement data. Regular education

improves the ability to detect sepsis, but high workload can delay treatment.

Assessment tools can create anxiety, and good collaboration between nurses and

doctors is crucial. Improved working conditions and effective collaboration are

needed to achieve better care outcomes.

Keywords: Experiences, Identification, Nurses, Sepsis

Syftet med denna studie är att undersöka Netflix-användares inställning till reklam samt deras förväntningar på reklamsatsningen. Till denna studie användes den politisk-ekonomiska teorin för att fördjupa förståelsen av ämnet, inklusive begreppet publikvara och hur svenska Netflix-användare uppfattar den kommande reklamsatsningen. Studien genomfördes genom en intervjustudie där ett antal personer intervjuades om reklamsatsningen och reklam generellt. Resultaten, analyserades med politisk-ekonomisk teori, antyder att människor är medvetna om händelser omkring dem, såsom anpassningen av reklam. Dock är majoriteten av intervjupersonerna omedvetna om den bredare kontexten. Detta beror på att de flesta upplever reklam som nödvändig, även om den kan vara störande. Dessutom anser de flesta att reklamsatsningen är positiv eftersom priset är överkomligt. På grund av detta reflekterar de flesta intervjupersoner inte mycket över reklamsatsningen i ett större perspektiv, vilket innebär att de överlag inte är medvetna om vad som sker runt omkring dem.

This article enacts a re-presencing of Telematic Dreaming, theinfluential telepresence art installation by Paul Sermon from the1990s. Revisiting an often-cited text I wrote in 1994 called‘Spacemaking’, which spoke from the experience of being aperformer in the installation, I fill in what was missing, downplayedor unwelcome in the discourses of the time: that nobody isanybody (i.e. in technological environments bodies are never neutralor universal); and that artistic works are deeply contextual andintersectional. Taking a strongly political and contextual approach toTelematic Dreaming, I first reflect on the dual states of wonder &entitlement characterising digital experimentation of the 1990s thenI consider the cultural structures and material infrastructures of theinstallation, assessing the scope for ontological expansiveness andgender crique they afforded. Beyond a particular instance of timetravel,this article proposes a new methodological framework forexamining past performances. By turning to critical phenomenology,with contributions from feminist archaeology, media archaeology,and an unexpected appearance of Sara Ahmed’s feminist killjoy, Ioffer an approach that paves the way for future researchersinterested in engaging reflexively and critically with historicalphenomenological

National drug policies and legislation set the framework for the police's work against drugs. However, police officers use their discretion to implement policy into everyday drug law enforcement. This study is based on qualitative interviews with 19 police officers in Malmö, Sweden, with the aim of analyzing police officers’ views on and actions in relation to personal use and possession of drugs in a zero-tolerance drug policy setting. Our analysis focuses on three main areas: (1) police officers’ views on the criminalization of drug possession for personal use, (2) how they perceive and categorize people who use drugs (PWUD), and (3) how they apply discretion when handling complex cases, making decisions, and prioritizing enforcement actions. The results show that the police officers support the continued criminalization of minor drug offenses, motivated by a deterrence and prevention-based perspective and by a strategic use of the law to reach higher levels of drug market hierarchies. However, the police used categorization work to differentiate between user groups, resulting in an informal two-track system in which one leans toward de facto depenalization and harm reduction principles for marginalized PWUD and the other favors punitive interventions for youth and first-time offenders. The study also demonstrates how police discretion can involve uncertainty but also flexibility, allowing for more experience-based and context-sensitive judgments in the face of complex situations. Sweden constitutes an interesting case for studying how police officers relate to punitive drug policies. The study emphasizes the critical need to examine how drug policy unfolds locally, shaped by police culture and discretion in everyday practice. The way discretion is exercised can have a profound impact on the risks and opportunities faced by PWUD, with significant implications for both public health and justice outcomes.

The purpose of this thesis has been to investigate teachers' perceptions of challenges in teaching the concept of historical time to younger children. The study also aims to explore the methods teachers use and how they perceive these methods impact students' knowledge development. The study is based on a qualitative approach and semi-structured interviews with active teachers in grades F-3. The collected material was then transcribed and analyzed using a thematic analysis method. The results were subsequently analyzed through the lens of Vygotsky's sociocultural theory, specifically focusing on cultural tools. The result shows that many teachers perceive historical time as an abstract and inaccessible concept for younger students, which is further complicated by students' limited sense of time and difficulties in relating to historical events. Limited teaching time is also seen as a challenge, leading to the deprioritization of some aspects of historical understanding. Teachers use timelines as the foundation of their teaching, complemented by methods such as historical images, objects, and storytelling in a social learning context. These methods influence students' knowledge development by making historical time more concrete, contextualized, and helping students create an internal image of historical events and patterns. The conclusion showed that teachers' perceptions of challenges in teaching historical time aligned with previous research. Although teachers shared a common belief in the importance of history teaching in primary school, they also pointed out how limited teaching time remains a significant challenge. The conclusion also highlighted that prior research tends to focus primarily on timelines as the main method for understanding historical time. In contrast, teachers use timelines as a foundation in history teaching but emphasize complementary methods. The study provides insights into didactic strategies that can support younger students' understanding of historical time and highlights the need for increased awareness of how teaching can be adapted to foster historical thinking in primary school.

Keywords: History education, Historical time, Timelines, History didactics, Sense of time, Sociocultural theory

En av utmaningarna inom NO-undervisningen är det låga engagemanget och intresset för ämnena bland svenska elever, vilket kan påverka deras val att fortsätta med naturvetenskapliga utbildningar på högre nivåer. Studien syftar därför till att undersöka hur lärare arbetar och didaktiskt värderar kreativa lärprocesser i NO-undervisning, i relation till elevernas engagemang och inkluderande lärmiljö. Genom en kvalitativ metod, där intervjuer med fem lärare genomfördes, identifierades tre centrala teman som belyser deras erfarenheter. Det första temat, ”Kreativa lärprocesser tillåter variation och engagemang”, visar hur praktiska experiment, diskussioner och andra kreativa uttryckssätt kan anpassas till olika elevers behov och öka deras delaktighet. Det andra temat, ”Relationer har betydelse för lärande och klassrumsklimat” betonar vikten av en god lärar-elev-relation och hur eleverna samspelar med varandra. Det tredje temat, ”Utmaningar kopplade till ramfaktorer”, belyser hinder som förekommer i det kreativa klassrummet, såsom den fysiska lärmiljön och tidspress. Studien kan ge en förståelse för hur NO-lärare kan se på kreativa lärprocesser som ett sätt att skapa en mer inkluderande och engagerande undervisning, samtidigt som de möter utmaningar i sin praktiska undervisning. Den didaktiska triangeln användes som analytisk lins för att belysa samspelet mellan undervisningens innehåll, lärare och elever i dessa kreativa lärprocesser i arbetet.

This study examines how teachers describe creative learning processes, how they are used, and how they are made visible in mathematics teaching in the early school years. 

The research questions are: 

-       How do teachers describe a creative learning process and which teaching methods in mathematics are used to enhance creative thinking and learning?

-       Are there instances when creative learning processes do not enhance creative thinking and learning?

-       In teachers’ descriptions of their mathematics teaching, what different forms of creativity appear in the education?

In this study, sociocultural theory and a model of aesthetics learning by Lindström are used to analyze the results. Interaction and sense making are two concepts which are used in sociocultural theory and learning about, in, with and through are concepts from Lindströms’ model. To generate data, mathematics ‘teachers are interviewed to gain insight into teachers' experiences of creativity in mathematics education. All the teachers in this study agree that creative learning processes are hard to define but they agree with researchers that it is usable and enhances students' mathematics achievements. The teachers also highlight the importance of variation in teaching which affects the teaching methods. In the discussion, questions are raised about whether teachers are unable to use creativity when pupils are working to secure the foundation in mathematics.

Denna studie undersöker hur lärare i årskurs F–3 använder visuella verktyg i matematikundervisningen och hur deras perspektiv påverkar valet samt implementeringen av dessa verktyg. Tidigare forskning har visat att visuella verktyg kan underlätta förståelsen av abstrakta matematiska begrepp genom att koppla symboler till konkreta representationer och minska kognitiv belastning. Dessa verktyg hjälper elever att visualisera samband och strukturer i matematiska problem, vilket bidrar till en djupare förståelse. Dessutom framgår det av forskningen att lärarens roll är central för att visuella verktyg ska användas på ett pedagogiskt och meningsfullt sätt. Trots de positiva effekterna på lärande pekar tidigare forskning också på de utmaningar som finns, särskilt när det gäller lärarnas kunskap om effektiva användningssätt. Därmed syftar denna studie till att undersöka hur visuella verktyg används i praktiken i matematikundervisningen. Utifrån en sociokulturell teoribildning, och genom att utföra semistrukturerade intervjuer med lärare undersöks lärares upplevelser och erfarenheter av att använda visuella verktyg i matematikundervisningen. Resultaten visar att lärare använder visuella verktyg för att förtydliga abstrakta matematiska begrepp, särskilt genom att visualisera samband och struktur. Samtidigt framkommer det att effektiv användning av verktygen kräver medveten planering och en pedagogisk strategi där läraren anpassar stödet efter elevernas behov. Resultatet visar också att lärarna upplever att rätt användning av visuella verktyg kan stärka elevernas självständighet och engagemang, medan en icke reflekterad användning riskerar att skapa förvirring.

Since the turn of the millennium, externalization seems to be trending in most countries of the Global North. Numerous forms of externalization practices have taken shape. Their implications for the global refugee protection regime, however, have not been adequately grasped. Hence, this thesis undertakes a critical policy analysis of the novel case of the United Kingdom which recently concluded an Asylum Partnership Treaty with Rwanda. The aim is to explore what externalization means for the international refugee protection regime. It takes on a regime-approach, consulting both primary and secondary sources. By adding comparative perspective through the cases of Australia and the European Union, the exploratory case study argues that externalization ultimately leads to a loss in the quality and strength of protection provided to those in need of it; a stabilization and further differentiation of center-periphery relations between the participating states; and an overall destabilization of the regime as a whole. 

Set within the growing literature on migration and development, this paper has two interlinked objectives. First, it examines remittances, a key element of the migration-development nexus, from a gendered perspective. Second it does so in a comparative empirical perspective, focusing on remittance behaviour in two contrasting settings, Albania and Ecuador. Both countries have experienced mass emigration in recent decades. Research is based on household surveys with remittance receivers in selected rural areas of both countries, supplemented by in-depth interviews with both senders and receivers of remittances. By using the concept of ‘remittance dyads’ — person-to-person transfers of money and gifts — we examine the gendered mechanics of conveying and managing remittances to see if they have the potential to reshape gender relations in these migrant households. They do, but the effects are limited.

Trots att formativ bedömning är ett centralt ämne inom utbildningssystemet visar forskning att det finns olika tolkningar och definitioner av metoden och att lärare tillämpar formativ bedömning på ett oreflekterat sätt i sin undervisning. Studier synliggör en bristande koppling mellan teoretisk kunskap och praktisk tillämpning. Vidare finns en brist på forskning som synliggör hur matematiklärare uppfattar och använder formativ bedömning i matematikundervisningen utanför de sammanhang där de får handledning och instruktioner från forskare. Syftet med studien är därför att undersöka hur lärare uppfattar och använder formativ bedömning i sin matematikundervisning utanför forskareledda sammanhang. Vidare syftar studien till att undersöka hur lärare navigerar mellan teoretisk kunskap och praktisk tillämpning av formativ bedömning. I studien används Black och Wiliam (2009) teoretiska ramverk som stöd för att analysera datamaterialet och vidare besvara syftet med studien. Genom ramverket synliggörs alla de aspekter som ingår och samspelar i formativa arbetsprocesser. En kvalitativ ansats med intervjuer har tillämpats. Studien visar att lärare ser formativ bedömning som en integrerad del av matematikundervisningen och använder den för att både vägleda elevers lärande samt för att justera den egna matematikundervisningen. Lärarnas förståelse för formativ bedömning utvecklas genom praktisk erfarenhet och kollegialt samarbete. En utmaning är att omvandla teoretisk kunskap till praktisk tillämpning, vilket leder till variationer i hur formativ bedömning används. Sammanfattningsvis krävs kontinuerligt arbete för att utveckla strategier och hantera praktiska utmaningar, där kollegialt lärande spelar en central roll.  

Nationella och internationella undersökningar visar en ökad andel elever i grundskolan med allt för låg läsförmåga. Detta trots att läsning anses vara en grundläggande del av att delta i ett demokratiskt samhälle, samt att det läggs stor vikt vid läsning i skolans läroplan. Denna studie undersöker lärares resonemang kring högläsning som läsfrämjande metod i områden med socioekonomiska utmaningar. Fokus ligger på hur högläsning används för att främja språkutveckling och läsintresse samt vilka utmaningar som kan uppstå i arbetet. För att undersöka detta har det teoretiska perspektivet fokuserat på interaktiv högläsning samt de sju komponenter som visat sig göra denna effektiv. Studien har även kopplats till den sociokulturella teorin och metoden för studien har innefattat åtta kvalitativa, semistrukturerade intervjuer. Resultatet visar att lärarna resonerar olika kring högläsning i undervisningen och arbetar med detta på mer eller mindre strukturerade sätt. Lärarna ser högläsningen som ett viktigt verktyg för läsförståelse, språkutveckling samt för att främja läslust och gemenskap. De utmaningar som lyfts av lärarna är att det är svårt att bibehålla elevernas läsintresse då många elever inte har tillgång till böcker i hemmet och inte får böcker lästa för sig utanför skolan.  Slutsatsen blir att lärarna som intervjuats har fokus på att främja elevers läsintresse men har även i åtanke den språkutvecklande delen.

Denna studie syftar att undersöka NO-lärares undervisning om relationer i lågstadiet. Arbetet utgår från tre frågeställningar: hur uppfattar NO-lärare sin roll i undervisningen om relationer i lågstadiet, vilka möjligheter uttrycker NO-lärare i lågstadiet att skapa utrymme i NOundervisning om relationer och på vilka sätt kan ämnesövergripande perspektiv om relationer underlätta undervisningen för NO-lärare. Studien använder en kvalitativ metod med semistrukturerade intervjuer med två NO-lärare i lågstadiet och en lärarutbildare på ett högre lärosäte. Tidigare forskning visar på ett kunskapsgap för kunskapsområdet i lågstadiet. Den forskning som genomförts internationellt och nationellt visar att elever önskar få ta del av kunskapsområdet tidigare i skolan, och att det behöver involvera lika mycket av de emotionella aspekterna som de biologiska processerna. Den insamlade empirin kategoriserades genom en tematisk innehållsanalys med ett fenomenografiskt perspektiv. Resultaten visar att lärarna och lärarutbildaren upplever kunskapsområdet som högst relevant för lågstadiet dock att innehållet behöver anpassas efter elevgruppen. Resultatet visar även på betydelsen av lärares personliga inställning för kunskapsområdet samt betydelsen av ett kollegialt samarbete mellan olika lärare och fritidspedagoger för att ge elever en så bra undervisning som möjligt. 

Syftet med denna studie är att undersöka hur lärare i mellanstadiet arbetar med systematiska undersökningar inom de naturorienterande ämnena för att främja elevernas kunskapsutveckling. Studien syftar även till att identifiera och analysera de utmaningar som lärare upplever i samband med genomförandet av dessa undersökningar. För att samla in data genomfördes semistrukturerade intervjuer med lärare som undervisar i NO-ämnena. Intervjuerna spelades in, transkriberades och analyserades med en tematisk analysmetod, vilket möjliggjorde en djupare förståelse av lärarnas erfarenheter och arbetssätt. Resultaten visar att lärarna använder systematiska undersökningar som ett verktyg för att konkretisera abstrakta begrepp och stärka elevernas förståelse av naturvetenskapliga processer. Detta anses särskilt viktigt då många elever upplever svårigheter med att tillgodogöra sig teoretiska begrepp utan praktisk förankring. Studien identifierar även betydande utmaningar i arbetet med systematiska undersökningar, där tidsbrist och stora elevgrupper framstår som de mest påtagliga hindren för en effektiv undervisning.

Digitaliseringen har förändrat undervisningen i svenska skolor. Den har introducerat nya möjligheter och utmaningar, särskilt inom läsförståelse. Denna studie undersöker hur digitala verktyg påverkar läsförståelsen hos elever i årskurs 4–6. Fokus baserat på både lärares och elevers perspektiv. Undersökningen syftar till att identifiera de utmaningar och möjligheter som digitala verktyg medför samt hur de påverkar elevernas engagemang och läsutveckling.

Undersökningen utgår teoretiskt från Vygotskijs sociokulturella teori, som beskriver lärande som en social och kontextuell process där verktyg spelar en central roll. För att samla in data har semistrukturerade intervjuer och observationer genomförts med fem lärare och fem elever. Analysen kompletteras med en granskning av elevers prestationer vid både digital och traditionell läsning.

Resultaten visar att digitala verktyg kan öka variationen och tillgängligheten i undervisningen. Samtidigt medföra de utmaningar såsom minskad djupförståelse, tekniska hinder och svårigheter att upprätthålla elevernas fokus. Lärare betonar vikten av att kombinera traditionella och digitala metoder för att stödja elevernas läsutveckling och engagemang. Slutsatsen är att en balanserad användning av digitala verktyg, i kombination med rätt pedagogiskt stöd, är avgörande för att stärka läsförståelsen och skapa en hållbar digital undervisningsmiljö.

Syftet med denna studie är att undersöka vilka fördelar och utmaningar lärare och elever ser med traditionellt respektive digitalt skrivande i årskurs 4. Skrivundervisning är en central del av elevers språkutveckling, och tidigare forskning har visat att både traditionella och digitala skrivmetoder påverkar elevers motivation och engagemang i skrivprocessen. Studien fokuserar på hur dessa skrivmetoder upplevs av både lärare och elever samt vilka faktorer som påverkar skrivutvecklingen.

Studien är kvalitativ och bygger på semistrukturerade intervjuer med lärare samt fokusgrupper med elever i årskurs 4. Den tematiska analysen av det insamlade materialet har genomförts med utgångspunkt i motivationsteorier, särskilt Deci och Ryans (2000) teori om inre och yttre motivation samt Skaalvik och Skaalviks (2016) teori om självtillit.

Resultaten visar att både traditionellt och digitalt skrivande har fördelar och utmaningar. Digitala verktyg kan främja kreativitet och öka motivationen genom snabb återkoppling och interaktivitet, men kan även innebära distraktionsmoment och tekniska hinder. Traditionellt skrivande upplevs ge en större känsla av kontroll och reflektion, men kan vara mer tidskrävande och fysiskt ansträngande. Studien bidrar till en djupare förståelse av hur båda skrivmetoderna kan användas på ett balanserat sätt för att stödja elevers motivation och skrivutveckling.

Denna studie undersöker hur lärare i årskurs 4–6 navigerar mellan digitala och analoga skrivverktyg i svenskundervisningen samt hur de uppfattar att dessa påverkar elevers skrivutveckling. Studien genomfördes med en kvalitativ metod där semistrukturerade intervjuer med verksamma lärare var den huvudsakliga metoden för insamling av data. Analysen inkluderar bland annat begrepp som mediering, scaffolding och den proximala utvecklingszonen (ZPD).

Resultaten visar att lärare föredrar en balanserad användning av digitala och analoga skrivverktyg beroende på syftet med skrivuppgiften och elevernas individuella behov. Digitala verktyg anses gynna elevernas skrivprocess genom redigeringsmöjligheter och omedelbar feedback medan analoga verktyg främjar finmotorik, stavningsförmåga och textmedvetenhet. En tydlig utmaning med digitala skrivverktyg är dock risken för distraktion samt tekniska problem medan analoga skrivverktyg kan upplevas som mer tidskrävande och mindre flexibla vid redigering. Studien bekräftar tidigare forskning som betonar vikten av att anpassa skrivundervisningen efter elevernas behov och att kombinera båda metoderna för att optimera lärandet.

Slutsatsen är att en medveten och strategisk integrering av både digitala och analoga skrivverktyg kan skapa gynnsamma förutsättningar för elevers skrivutveckling. Lärare bör reflektera över hur dessa verktyg kan användas i samspel för att stödja både kognitiva och språkliga aspekter av skrivandet.

Language care for language development. Language, language norms, and pupils’ language from an educational perspective

The Swedish classroom of today displays linguistic, cultural, and social diversity. Hence, if a teacher is to be able to assist each pupil in a language development regarding the elaborated language as well as the private, a new kind of work with language care and deeper knowledge of language norms are required. Furthermore, the elaborated language is consistently changing as a result of the logic of change of post-modernism. Through interviews with and texts written by students studying to become teachers, the article aims at investigating how the students read and relate to texts written by pupils. The article, the result of a pilot study in a major research project, shows that the students, although almost graduated, solely focus on evaluation of the pupils' texts. Accordingly, they have not appropriated the practice of reading the texts in order to contribute to the pupils' language development. The two main reasons for this seem to be the students' own school experiences, and non-appropriated knowledge from their present education. The students' way of reading texts written by pupils must reflect the changing of the official, elaborated language as well as the linguistic inconsistencies of the pupils. This, in turn, requires a teacher who works with the language of the pupils in a differentiated way and also requires an elaboration and an expansion of the meaning of language development. The article presents some examples of the latter.

Background: Esophageal dysmotility and gastroparesis are common secondary complications in patients with diabetes mellitus. Patients with dysmotility express antibodies against gonadotropin-releasing hormone (GnRH) in serum. The aim of the present study was to scrutinize patients with diabetes mellitus with regard to the presence of GnRH antibodies, and to examine associations between antibodies and clinical findings.

Results: Thirty-nine consecutive patients with diabetes mellitus were included in the study after clinical examination and examination by esophageal manometry and gastric emptying scintigraphy. Serum was analyzed for the presence of antibodies against GnRH using an ELISA, and values are expressed as relative units (RU). Two age- and gender-matched healthy subjects per each patient served as controls. The prevalence of IgM GnRH antibodies in patients was 33% compared to 14% in controls (p = 0.027), with a higher antibody titer; 1.2 (0.6-5.0) and 0.2 (0.1-0.3) RU, respectively (p = 0.000). The expression of IgG antibodies was 15% in patients and none in controls (p = 0.000). Lower body mass index was associated with the presence of IgM antibodies (OR = 0.835, 95% CI = 0.699–0.998), and autonomic neuropathy with the presence IgG antibodies (OR = 9.000, 95% CI = 1.327–61.025). Esophageal dysmotility (69%) or gastroparesis (18%) were not associated with the presence of IgM antibodies (OR = 0.589, 95% CI = 0.143–2.424 and OR = 3.407, 95% CI = 0.633–18.350, respectively). Neither was esophageal dysmotility associated with IgG antibodies (OR = 2.500, 95% CI = 0.259–24.096).

Conclusions: Antibodies against GnRH are more common in patients with diabetes mellitus compared with healthy controls. IgM antibodies are associated with lower body mass index and IgG antibodies are associated with autonomic neuropathy.

This volume includes example-strips that allow to understand how the Edwardian mindset was expressed in early comics and caricatures. While more research into alliterative titles of early comics is needed, other aspects are more than obvious: outright racist examples have been omitted as they do not merit re-publication here. Tone and moods of the times, and how different social classes were addressed in these papers, is getting quite clear from the following:Chutney the CharmerMaggie the MagpieSammie SnailAdventures of Sammy Sardine and the Tiddler TwinsSilas the SubmarinerThe Little StowawayThe NewlywedsDr. Patent’s AcademyThe Misadventures of Tatcho the SeerSammie the SoothsayerMerry AndrewBilly Smiff’s PiratesBill, Ben, our Bold, Bad BalloonistsSir Walter RaleighThe Duke of DiaboloGussie, the Giddy Ghost.

This study examines the conditions, opportunities and limitations regarding teaching in thesubject sustainable development with a focus on waste management and compares threecountries; Senegal, El Salvador and Sweden. Agenda 2030 and the 17 goals for achieving asustainable development and fair future and the focus of goal number four; education for all,is the foundation for our study. Sweden has an advanced waste management system thatcontributes to a circular economy. However, many low developing countries, includingSenegal and El Salvador, are facing significant challenges regarding waste management andespecially in handling plastic waste. This study explores teachers in Senegal’s and ElSalvador’s perspectives of implementing and teaching sustainable development with a focuson waste management in primary schools. It is based on three different research questions;thoughts on the importance of it, the limitations that exist, and the conditions that are present.The method used is data collection in the form of qualitative interviews with teachers fromSenegal and El Salvador, where the result is analyzed through two theories; a hermeneuticperspective and a Resource Dependency Theory. The results indicate that economic andstructural challenges limit the ability of teachers in both Senegal and El Salvador to developthe teaching of sustainable development and waste management effectively. In contrast,Sweden’s established system offers better conditions for teaching these subjects. However,the result shows a high awareness regarding the importance of teaching sustainabledevelopment among the teachers, but that they face a lot of limitations for improving theteaching and knowledge. The conclusion is that improvements in national waste managementpolicies and resource allocation are essential to enhance teaching in these countries.

Fiction reading plays a pivotal role in language acquisition by improving reading comprehension and fostering critical thinking. Despite its educational significance, the Swedish national tests suggest that many pupils lack basic reading comprehension skills, therefore it affects their motivation to read and their overall academic performance. This study investigates the benefits of reading fiction, the existing challenges and four teachers’ view of the benefits of reading strategies. The findings reveal that although fiction reading offers many benefits, some pupils face challenges such as low motivation and comprehension difficulties. Without effective reading strategies, many pupils will experience reading overwhelmingly and disengaged, therefore teachers emphasize the importance of structured reading instruction to improve comprehension and sustain engagement. By employing semistructured interviews and lesson plan analysis, this research investigates what four teachers believe are the benefits and challenges of reading fiction, as well as what strategies are used by them to improve reading comprehension and motivation. Ultimately, this research underscores the importance of utilizing fiction reading in teaching and various reading strategies to overcome these challenges. 

This thesis investigates mathematics teachers' experiences and values with artificial intelligence (AI) integrated into mathematics education for grades 4-6. The issue addressed by the study is the increasing presence of AI in society and the need to understand how educators within the field of education relate to this development. The aim is to provide insights into teachers' perspectives on AI's potential and its use in the classroom. The study is based on a sociocultural theory of learning, focusing on mediation and the zone of proximal development, as well as the Technological Pedagogical Content Knowledge (TPCK) framework to analyze the integration of technology in teaching. A qualitative method has been used, with semi-structured interviews conducted with nine mathematics teachers. The results show that teachers' knowledge of AI is limited, but there is openness to using AI in planning and administrative tasks. There is also skepticism regarding students' use of AI and its ability to replace the human relationship in teaching. An important conclusion is that teachers see a need for further professional development to enhance their competence in AI and its pedagogical applications.

Denna kunskapsöversikt undersöker hur problemlösningsuppgifter i matematikläroböcker för årskurs 6 kan påverka elevernas kreativa tänkande. Problemlösningsförmåga och kreativitet betonas i läroplanen, och forskning visar att läroböcker kan påverka dessa färdigheter. Studien jämför tre vanliga läroböcker genom att analysera uppgifternas öppenhet, alternativa lösningar och koppling till verkliga situationer. Resultatet visar att Prima Formula har flest problemlösningsuppgifter, både i separata och ordinarie kapitel. Gamma γ och Favorit Matematik innehåller färre sådana uppgifter, som oftast är slutna och kräver ifyllnad snarare än egna lösningar. Därmed aktiveras främst lägre kognitiva nivåer i Blooms taxonomi, såsom minnas och förstå, snarare än analysera, utvärdera och skapa. Studien indikerar att läroböckers utformning av problemspelande uppgifter påverkar elevernas möjligheter till kreativt tänkande. Skillnaderna mellan läroböcker väcker en didaktisk fråga kring hur väl de stödjer problemlösningsförmåga och kreativitet. Om elever huvudsakligen möter slutna uppgifter riskerar deras utveckling av flexibla och kreativa problemlösningsstrategier att begränsas.

Studien syftar till att undersöka hur matematikläromedel för årskurs 3 främjar samarbete och kommunikation, samt vilka didaktiska utmaningar som kan identifieras. Utifrån ett sociokulturellt perspektiv analyserades fyra läromedel genom både kvantitativ och kvalitativ innehållsanalys. Resultaten visar att uppgifternas omfattning och utformning varierar mellan böckerna. Flera utmaningar framkom, bland annat brist på nivåanpassning, tydlig struktur för samarbete och ett fokus på individuellt arbete. Detta belyser vikten av lärarens roll i att skapa förutsättningar för interaktion och gemensamt lärande i klassrummet.

Combined results are now available from a 15 year long search for Jupiter analogues around solar-type stars using the ESO CAT + CES, ESO 3.6 m + CES, and ESO 3.6 m + HARPS instruments. They comprise planet (co-)discoveries (ι Hor and HR 506) and confirmations (three planets in HR 3259) as well as non-confirmations of planets (HR 4523 and É Eri) announced elsewhere. A long-term trend in É Ind found by our survey is probably attributable to a Jovian planet with a period >30 yr, but we cannot fully exclude stellar activity effects as the cause. A 3.8 year periodic variation in HR 8323 can be attributed to stellar activity. © Owned by the authors, published by EDP Sciences, 2013.

Inledning och bakgrund: Under 1990-talet genomfördes flera reformer som betonade

elevcentrerat lärande och som fokuserade på generella förmågor framför traditionell

kunskapsförmedlande undervisning. Denna pedagogiska inriktning har senare kommit att

kritiseras för att underskatta ämneskunskapernas, däribland ordförrådets, betydelse för

komplexa kognitiva förmågor, och lärarledd explicit undervisning har förts fram som ett

kraftfullt verktyg för utvecklingen av dessa. Mot denna bakgrund syftar föreliggande

studie till att utvärdera och jämföra effekterna av två evidensbaserade metoder –

testbaserat lärande (TL) och robust ordundervisning (RO) – på elevers ordinlärning i

grundskolans tidiga år. Metod: Ett experimentellt förfarande användes för att med 53

deltagande elever i årskurs 1–3 jämföra metodernas effekter på ordinlärning, både på

kortare och längre sikt. Resultat: Studien visar att båda metoderna har signifikant större

effekt på elevers ordinlärning jämfört med ord som inte var föremål för explicit

undervisning. Dock uppmättes ingen signifikant skillnad mellan metoderna. Diskussion

och slutsats: Studien erbjuder effektiva verktyg för ordinlärning som leder till beständig

kunskap i grundskolans tidigare år.

Denna undersökning tar avstamp i den allt mer digitaliserade skolan och elevers läsförståelsesamt handlingssätt då de läser texter i digital kontra analog form. Utifrån en kvalitativ metodmed klassrumsobservationer har elevers interaktioner vid utförandet av en digital och en analogläsförståelseuppgift synliggjorts. Därutöver finns kvantitativa inslag i form av insamlat resultatfrån uppgifterna som ligger till grund för analysen. Detta förankras teoretiskt i Wartofskysartefaktsteori, Bakhtins begrepp om appropriering och även begreppet mediering. Resultatenvisar att eleverna presterat generellt bättre på det analoga läsförståelsetestet jämfört med detdigitala. Deras interaktioner synliggjordes bland annat i form av skrollning och inzoomning påskärm och understrykningar samt muntliga utlåtanden vid analog läsning. Analysen pekar på attdet är svårt att avgöra om det är formatet i sig som skapar sämre möjligheter till läsförståelseeller om det är individen som inte är tillräckligt förtrogen i hur den ska användas på bästamöjliga sätt för att lärande och förståelse ska uppstå. I slutsatsen lyfts pedagogiska implikationerför lärare som arbetar med elevers läsförmåga och hur de kan behöva revidera och anpassaundervisningen av läsförståelsestrategier då de digitala formaten kräver annorlunda arbetssätt. Frågan huruvida elevers digitala och analoga läsning bör hanteras förblir därmed öppen ochberoende av olika faktorer: perspektiv, kontext och tidigare erfarenheter.

Analysing student interaction at an international university in Sweden, this article investigates how the transnational strategy of using English as a medium of instruction can be (re)constructed by students in a local context. The analysis focuses on students' expectations-or norms-for when it is appropriate to use English, and shows that English medium-instruction does not necessarily mean that students speak English all the time. The local language Swedish is used in connection to teaching and students establish local norms for when, how and with whom it is appropriate-or inappropriate-to speak English. A conclusion is that although language choice at the international university is influenced by global factors, it is still firmly a local construction.

Technology education plays a central role in supporting students to develop knowledge and understanding of technological advancements in society. Therefore, technology teaching should give students opportunities to reflect on, investigate, and problematise technology and technology development. This approach enables students to develop technological literacy, which can help them make well-informed decisions about societal issues concerning technology. 

This thesis examines the development of technological literacy among students in Swedish compulsory schools. It focuses on how visualisations and verbal interactions support students’ development of technological literacy. It explores how verbal interactions, scaffolded by visualisations, support students’ reasoning about technology content. 

A qualitative research approach was used, consisting of four sub-studies, each focusing on specific technological content, such as the nature of technology. The data collection included video and audio recordings of students’ interactions in small groups, which were subsequently transcribed and analysed. 

A sociocultural perspective on learning guided the analysis, emphasising how students negotiate meaning, use technological terminology, and collaboratively co-develop technological language and knowledge. The findings were analysed using existing theoretical and analytical frameworks, such as Mitcham’s (1994) framework on the manifestations of technology and Nennig et al.’s (2023) framework on students’ interaction discourse moves. However, to capture a more nuanced understanding of students’ technological knowledge and literacy development, these frameworks were expanded by incorporating perspectives from additional research on technology. 

The thesis suggests that verbal interactions supported by visualisations scaffold students to articulate technological terminology, refine their reasoning and develop technological knowledge. Integrating visualisation into technology activities challenges students’ prior understandings and experiences of technology, encouraging them to partake in discussions concerning technology. Visualisations, as scaffolding tools, facilitate students to discuss and reason collaboratively, leading to a deeper understanding of technology. This process allows students to bridge their everyday language with technology terminology, applying and developing technological literacy. 

Previous research has shown that students hold limited views of technology. However, this thesis highlights that integrating visualisations in verbal interactions enhances students’ technological literacy development. It contributes to discussions on how visualisations and verbal interactions can foster students’ development of technological literacy. 

Aim. To explore patients’ experiences before, during and after a colonoscopy andto develop and psychometrically evaluate a colonoscopy-specific patientreportedexperience measure.

Methods. Patients who had undergone a colonoscopy for the first time wereinterviewed about their experiences of the procedure in Study I. The interviewswere analysed using thematic analysis. In Study II, a systematic literature reviewwas conducted by including 13 studies of a qualitative design that described howadult patients experienced colonoscopy, and meta-ethnography was used forsynthesis. In addition, triangulation was used to explore similarities anddifferences between existing colonoscopy-specific patient-reported experiencemeasures (PREMs), and a conceptual model was created describing theexperiences of adult patients before, during and after colonoscopy. Based onStudies I and II, a new colonoscopy-specific PREM was developed in Study III, first through operationalisation and then by evaluating its content validity usingface validity, cognitive interviews and a content validity index. Patients andhealthcare professionals with colonoscopy experience were involved in the development process. Study IV, finally, evaluated both the reliability of the colonoscopy-specific PREM developed in Study III, using intraclass correlation coefficients, and its construct validity, using confirmatory factor analysis and multi- and unidimensional Rasch analyses.

Results. In Study I, adult patients’ experiences of first-time colonoscopy were described and presented in a thematic map with four main themes: ‘making up one’s mind’, ‘getting ready’, ‘going through’ and ‘finally over’. In Study II a conceptual model was developed consisting of five concepts: health motivation, discomfort, information, a caring relationship and understanding, and three time periods: before, during and after. No existing colonoscopy-specific PREM had items that fully reflected the conceptual model (Study II). A new colonoscopy-specific PREM was therefore developed and named the Patient Experience Colonoscopy Scale (PECS) in Study III. The constructs and the initial 77 items were derived from the conceptual model. The content validity of the PECS wasconfirmed to be relevant by healthcare professionals and, most importantly, bypatients from the target population in Study III. In Study IV, the test-retest reliability values were interpreted as acceptable. In addition, the combined result of the construct validity evaluation showed acceptable values, supporting the structure of the PECS (Study IV). After psychometric evaluation, 30 PREM items remained.

Conclusion. Patients’ experiences of colonoscopy are individual and the ability of healthcare professionals to meet patients’ needs is vital (Study I). Colonoscopy-specific patient experiences are, furthermore, multidimensional, and they were visualised in a conceptual model that was not reflected in any existing PREMs (Study II). The PECS is a developed PREM based on a theoretical understanding of the patients’ experiences of colonoscopy, and its content validity was shown to be relevant (Study III). Psychometric evaluation of the reliability and construct validity of the PECS showed acceptable measurement properties in a Swedish population of adults who had undergone at least one colonoscopy (Study IV). Future clinical use of the instrument will show whether potential areas for improvement need to be addressed. The PECS is now ready for use in clinical practice and research, facilitating the collection of the patient perspective on colonoscopy.

This thesis shows our investigation on scene understanding and object detection for surveillance applications, emphasizing context-aware computer vision models that enhance detection accuracy in complex environments while respecting privacy considerations. The research advances object detection by addressing key aspects such as variability across environments, contextual information, and multimodal data fusion. Through a comprehensive literature review, we examines the role of contextual information, such as spatial, scale, and temporal context, in improving detection performance. Furthermore, we introduce specialized object detection models designed for indoor and outdoor environments, demonstrating howscene-specific training enhances detection accuracy. We also explore hierarchical scene classification, analyzing how different levels contribute to scene recognition. Lastly, a multimodal fall detection method integrating video and audio is proposed, overcoming limitations of purely visual systems in obstructed or low-visibility conditions. The findings of all papers highlight the effectiveness of scene context, hierarchical classification, and multimodal fusion in developing robust, high-accuracy surveillance models suitable for real-world environments. 

A two-site magnetic exchange model comprising a set of two linear first-order differential Bloch–McConnell equations is considered. The relaxation and exchange behavior is described using a symmetrical form of the general solution derived in the case of longitudinal magnetization for the zero initial conditions. The inverse problem with limited magnetization information has been solved exactly in an analytical explicit form under mild a priori knowledge about the exchange and relaxation parameters.

In recent years, considerable advancements have been made in developing in vitro models to better understand the complex dynamics of the blood-brain barrier (BBB) and its critical role in neurological health and disease. Incorporating astrocytes into these models introduces an essential layer of complexity, allowing for a more comprehensive investigation of the cellular interactions and regulatory mechanisms that maintain BBB integrity and functionality. Despite these advances, the specific influence of astrocytes on endothelial cells in in vitro systems remains inadequately explored. This study addresses this gap by examining the transcriptional changes in primary human brain microvascular endothelial cells (HBMECs) cocultured with human astrocytes (HAs). Our findings demonstrate that astrocytes profoundly modulate endothelial pathways involved in cell cycle regulation and division while upregulating genes associated with BBB integrity, protective mechanisms, and transporter activity. Furthermore, astrocytes significantly enhanced transendothelial electrical resistance (TEER) and reduced permeability to tracer Cascade Blue dye, confirming their functional impact on BBB models. By providing a comprehensive human primary cell dataset, this research underscores the pivotal role astrocytes play in shaping endothelial cell gene expression and function in contact coculture systems. These results emphasize the necessity of incorporating astrocytes into in vitro BBB models to accurately replicate neurovascular interactions. Ultimately, this study advances our understanding of BBB physiology and highlights the importance of refining in vitro models to better reflect the complexity of the human neurovascular environment, with potential implications for studying neurological disorders and drug delivery strategies.

The Swedish illustrator and author Eva Lindström is an explorer of relationships – between human beings, animals, and the outside world. Her relational storyworld is inhabited by a host of humans and animals and things. No essential difference can be seen in her work between human and animal characters in terms of agency and subjectivity, yet the animal-human nexus allows Lindström to explore relational themes in depth and with great economy. The theoretical framing of my reading of two of her picturebooks – Musse (My Dog Mouse, 2016) and Lunds hund (Lund’s dog, 2013) – derives from Martin Buber’s classic work of relational theology, I and Thou (1923), and from a few passages in Jacques Derrida’s foundational work in Animal studies, The Animal That Therefore I Am (1997). These seminal works in Animal studies are, furthermore, discussed and nuanced with the help of John Berger’s and Donna Haraway’s contributions to the field. My thesis is that Lindström’s visual representations offer a complement and posthumanist corrective to Buber’s and Derrida’s fundamentally human-centered systems of thought. The pictures – as well as the sparse, precise words – decenter the human and focus on animal-human relationships. In so doing, Lindström peels away “the crust of thinghood,” to use Buber’s term. Finally, the animal-human gaze is essential to my discussion; the way in which Lindström’s characters (human and animal) look (or avoid looking) at each other is revelatory. And while the human and animal gaze for both Buber and Derrida is a sign of human power and indicative of self-recognition/revelation, the direction and meaning of the gaze in Lindström’s art also points towards the reciprocity of common creaturehood.

Context: Machine Learning Operations (MLOps) has become a top priority for companies. However, its adoption has become challenging due to the need for proper guidance and awareness. Most of the MLOps solutions available in the market are designed to fit the specific platform, tools and culture of the providers. Objective: The objective is to develop a structured approach to adopting, assessing and advancing MLOps adoption. Methods: The study was conducted based on a multi-case study across fourteen companies. Results: We provide a comprehensive analysis that highlights the similarities and differences in the adoption of MLOps practices among companies. We have also empirically validated the developed MLOps framework and MLOps maturity model. Furthermore, we carefully reviewed the feedback received from practitioners and revised the MLOps framework and maturity model to confirm its effectiveness. Additionally, we develop an MLOps taxonomy for classifying ML use cases based on their context and requirements into the desired stage of the MLOps framework and maturity model. Conclusion: The findings provide companies with a structured approach to adopt, assess, and further advance the adoption of MLOps practices regardless of their current status.

The aim of this study was to examine how homelessness as a problem is represented and how homeless people are positioned in national and international policy documents. The aim was also to determine whether, or not, the national and international homelessness related goals were equivalent to each other. Through Carol Bacchi's (2009) policy analysis “What’s the problem represented to be?”, we take on a social constructivist perspective in order to unlock the effects that are produced when constructions are allowed to be taken for granted. We found that homelessness is seen as a resource demanding problem and thus are represented as a matter of responsibility. This problem representation of homelessness causes people experiencing homelessness to be positioned differently and in opposition to one another. The results also showed that The Swedish National Board of Health and Welfare describes homelessness as a problem affecting a heterogeneous group of people. Contradictingly, the Swedish Social Services support system targets a homogeneous group of people living in homelessness.

Cities and theirgovernance structures face myriad environmental and sustainability challenges and are often important sites for environmental action. This is the case for biodiversity protection, which is increasingly an urban policy focus. Concomitant to this are conceptualisations of human-environmental relationships. Exploring and problematising such relationships is an increasingly prominent concern within sustainability science, not least around urban planning. In this article, I explore how public officials at four Swedish municipalities frame biodiversity protection within urban planning. The article contributes by increasing knowledge of how the concept of biodiversity is applied at the level of local government. I apply P & aacute;lsson's typology of human-environmental relationships. Analysis of these data reveals a predominance of paternalistic views of human-environmental relations. Biodiversity is considered a measurable indicator for wider nature; a feature of place; a source of value and something that can be engineered. Uniting these framings is the paternalistic view of 'nature' as a separate entity to 'society', and that biodiversity is framed as a largely technical issue. The implications of these framings are that alternative views of human-environmental relations and the diversity of society are currently occluded. This is relevant as the public officials participating in this study, including'ecologists' and 'landscape architects', were equivocal about the prospect of combining biodiversity protection and urban development.

Integrating research literacy into teacher education fosters a sustainable, equitable, and effective education system by enhancing teaching practices, empowering lifelong learning, supporting informed decision-making, promoting inclusiveness, and influencing educational policies. The necessity of such research-grounded education systems is acknowledged by international organizations like the OECD. Mandates from Nordic-Baltic education ministries emphasize the critical need to enhance research literacy and skills in teacher education. This involves encouraging both pre- and in-service teachers to engage in active research, thereby fostering their professional development. Achieving research-based teacher education requires parallel processes and thorough consideration of diverse stakeholder perspectives across various educational sectors to integrate research engagement into teachers’ professional identities. This paper presents the initial findings from the NordPlus project “Teacher Research Literacy: Comparative Trajectories in the Nordic-Baltic Region” (TREL). The project involves collaboration among universities and schools in Norway, Sweden, Finland, Latvia, Estonia, and Lithuania. It aims to strengthen teacher education programs in the Nordic and Baltic regions by sharing experiences from pedagogical activities focused on developing research literacy in preand in-service teachers. By documenting best practices and analyzing national needs, policies, and research literacy training activities at partner institutions, TREL seeks to establish a unified Nordic strategy for teacher research literacy training. Preliminary results, derived from collaborative workshops and classroom observations, will be shared, along with insights from drafting a handbook of good practices for building research literacy within TREL’s professional learning network.

BACKGROUND: Opioid agonist treatment (OAT) is a highly effective treatment option for people with opioid use disorder. The potent medications used create dilemmas regarding low or high thresholds to access treatment, patient autonomy and regulations. OAT in Scania County in the south of Sweden has seen the implementation of regulatory changes resulting in liberalization through a patient choice model and increased access to treatment. In this setting, in which OAT has developed from high threshold to low threshold because of policy changes at both national and local levels, we aimed to analyze how patients and staff view the risks and benefits of OAT.

METHODS: We conducted qualitative interviews with 32 OAT patients and 15 OAT staff in Malmö, Sweden. We analyzed the data with a thematic analysis approach.

RESULTS: Patients reported that OAT helped them to "stabilize" their lives although many felt a sense of being locked into treatment, which acted as a barrier to normalization. A significant risk was being offered illicit drugs by patients and dealers when visiting the clinic. Patients who had enrolled in OAT before liberalization found current guidelines too lenient and expressed worry that persons being enrolled were too young. Staff viewed liberalization with some ambivalence, with a positive view of increased access to OAT, although they had worries about the enrollment of young patients and difficulties supporting patients with ongoing drug use. Staff also viewed the sale of drugs in and outside of clinics as a significant problem. Some staff viewed medicines as the most important aspect of OAT, while others positioned the social support as most important.

CONCLUSIONS: Patient and staff perspectives were relatively congruent as they highlighted substantial risks regarding drug dealing at OAT clinics and were ambivalent toward the liberalization of OAT guidelines and the increased access to OAT. Liberalization impacted both patients and staff in their everyday lives and in professional practice, in a setting where OAT is both a desirable treatment and sometimes the basis of a problematic drug scene.

BACKGROUND: No consistent approach to the management of direct oral anticoagulants (DOACs) during and after oral surgery has been established. Thus, DOACs may be unnecessarily discontinued, raising the potential risk of life-threatening thromboembolism. To address the inconsistency in this approach, our study assessed the risk of bleeding and other complications in patients who continue to use DOACs during and after simple and surgical tooth extractions.

METHODS: Between May 2016 and December 2023, this prospective study recruited patients aged 18 years or older who were receiving a DOAC or warfarin and were in need of simple or surgical extractions of one or more teeth. Local haemostatic agents were being used to control bleeding. Patients were instructed to manage minor postoperative bleeding at home by biting down on gauze soaked in tranexamic acid for at least 30 min. After surgery, all patients were followed for 7 days. The chi-squared test compared dichotomous variables; the two-sample t-test, continuous variables; logistic regressions, dichotomous outcomes; and linear regressions, continuous outcomes.

RESULTS: In all, 354 teeth were extracted from 160 patients receiving DOACs and 56 patients receiving warfarin. The incidence of any type of postoperative bleeding was 27% in patients receiving DOACs and 37% in those receiving warfarin (OR 0.66, 95% CI: 0.28-1.57; p = 0.35). Most patients were able to manage any bleeding at home themselves. Clinically relevant bleeding necessitating prompt evaluation or a secondary surgical intervention by a dentist or healthcare professional occurred in 3% of patients receiving DOACs and 11% of patients receiving warfarin (OR 0.30, 95% CI: 0.08-1.06; p = 0.06). No reports of major bleeding requiring hospitalization or blood transfusion were found. Perioperative bleeding volume was comparable between the two groups.

CONCLUSIONS: Patients receiving DOACs without interruption during surgery may have a lower risk of bleeding than those on warfarin. Patients may safely continue to use DOACs during and after simple and surgical extractions. This eliminates the potentially higher risk of serious thromboembolic events that are associated with a pause in anticoagulant therapy.

CLINICAL TRIAL REGISTRATION: ClinicalTrials.gov (ID: NCT04662515). Retrospectively registered 4 December 2020.

The chairs' introductory editorial for the theme track 'Doing and Undoing Post-Anthropocentric Design'.