Search

Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.

Aims: Increasing concentrations of dietary sugar results in a linear accumulation of triglycerides in male Drosophila, while inducing a U-shaped obesity response in their offspring. Here, using a combination of proteomics and small RNA (sRNA) sequencing, we aimed at understanding the molecular underpinning in sperm for such plasticity.Results: Proteomic analysis of seminal vesicles revealed that increasing concentrations of dietary sugar resulted in a bell-shaped induction of proteins involved in metabolic/redox regulation. Using stains and in vivo redox reporter flies, this pattern could be explained by changes in sperm production of reactive oxygen species (ROS), more exactly mitochondria-derived H2O2. By quenching ROS with the antioxidant N-acetyl cysteine and performing sRNA-seq on sperm, we found that sperm miRNA is increased in response to ROS. Moreover, we found sperm mitosRNA to be increased in high-sugar diet conditions (independent of ROS). Reanalyzing our previously published data revealed a similar global upregulation of human sperm mitosRNA in response to a high-sugar diet, suggesting evolutionary conserved mechanisms.Innovation: This work highlights a fast response to dietary sugar in mitochondria-produced H2O2 in Drosophila sperm and identifies redox-sensitive miRNA downstream of this event.Conclusions: Our data support a model where changes in the sperm mitochondria in response to dietary sugar are the primary event, and changes in redox homoeostasis are secondary to mitochondrial ROS production. These data provide multiple candidates for paternal intergenerational metabolic responses as well as potential biomarkers for human male fertility., Funding Agencies|Swedish Research Council [2015-03141]; Ragnar Soderbergs foundation; Knut and Alice Wallenberg foundation [2015.0165]

Embedded in society, digital infrastructure has changed citizens’ lives. Young people therefore need to develop digital competence and digital citizenship, and schools have an important role in this regard. To prepare new schoolteachers for this role, teacher educators (TEDs) need professional digital competence (PDC) that includes knowledge, competences, and a conceptual understanding to teach teaching for digital citizenship. In light of the limited body of research on theorizing digital citizenship in relation to TEDs’ PDC, this paper critically analyzes three conceptualizations of digital citizenship. Being potentially normative and part of the latest phase of development in the field, these conceptualizations could shape TEDs’ PDC and practice. In a qualitative content analysis of the selected conceptualizations, this paper uses a postdigital lens to bring into focus and critically analyze aspects of philosophical underpinnings related to socio-technical relations. The results show that conceptualizations of digital citizenship convey different understandings of human–technology relations and the knowledge and competences necessary to exercise digital citizenship. These differences have far-reaching implications for TEDs’ PDC in ways that could impact students’ opportunities to develop digital competence and digital citizenship. Therefore, TEDs’ PDC needs to include a critical understanding of digital citizenship, and the post-pandemic juncture of “new normal” provides opportunities to rethink and reframe PDC. To this end, a postdigital lens can shift the focus to how PDC is contingent on the shifting entanglements in which pedagogical activities are situated and orchestrated, and how these relate to broader issues of injustice in society.

Early-life stress can result in life-long effects that impact adult health and disease risk, but little is known about how such programming is established and maintained. Here, we show that such epigenetic memories can be initiated in the Drosophila embryo before the major wave of zygotic transcription, and higher-order chromatin structures are established. An early short heat shock results in elevated levels of maternal miRNA and reduced levels of a subgroup of zygotic genes in stage 5 embryos. Using a Dicer-1 mutant, we show that the stress-induced decrease in one of these genes, the insulator-binding factor Elba1, is dependent on functional miRNA biogenesis. Reduction in Elba1 correlates with the upregulation of early developmental genes and promotes a sustained weakening of heterochromatin in the adult fly as indicated by an increased expression of the PEV w(m4h) reporter. We propose that maternal miRNAs, retained in response to an early embryonic heat shock, shape the subsequent de novo heterochromatin establishment that occurs during early development via direct or indirect regulation of some of the earliest expressed genes, including Elba1., Funding Agencies|Swedish VR,; Ragnar Soederbergs foundation; Knut Wallenberg foundation

I ett samhälle genomsyrat av digitala teknologier blir det allt viktigare för unga att utveckla och utöva ett digitalt medborgarskap för att agera som medborgare, exempelvis i mötet med fake news, algoritmer och artificiell intelligens. Det digitala medborgarskapet ställer därför nya krav på skolans demokratiuppdrag och hur ämneslärarstudenter förbereds för detta uppdrag. Sådan förberedelse kräver att lärarutbildare har en professionsspecifik digital kompetens som omfattar teoretisk och praktikrelaterad kunskap kopplad till digitalt medborgarskap. Syftet med detta papper är att undersöka hur lärarutbildare ser på sin professionella digitala kompetens (PDK) för att kunna undervisa blivande ämneslärare för ett digitalt medborgarskap och diskutera hur praktiknära forskning kan bidra till att vidareutveckla sådan undervisning. Pappret, som är ett delarbete i en avhandling, utgår ifrån en förståelse av PDK som fyra sammanflätade dimensioner som lärarutbildare behöver för att undervisa för ett digitalt medborgarskap: (1) generisk digital kompetens, (2) ämnesrelaterad, didaktisk digital kompetens, (3) professionsrelaterad digital kompetens och (4) transformativ agens (Gudmundsdottir & Hatlevik, 2018; 2020; cf. Örtegren, 2022). Dessa dimensioner präglas till viss del av temporalitet och plasticitet, varför PDK blir ett koncept i ständig förändring (Almås et al., 2021). Analysen av intervjuer med lärarutbildare visar att deras syn på sin PDK för att undervisa för ett digitalt medborgarskap varierar. Lärarutbildares tidigare erfarenheter, till exempel egen forskning, kan bidra till generisk och delvis ämnesrelaterad PDK. Samtidgt visar resultaten att få lärarutbildare ser sin ämnesdidaktiska PDK som tillräcklig för att möjliggöra för ämneslärarstudenter att stötta elevers utveckling av ett digitalt medborgarskap. Mot bakgrund av resultaten ger pappret förslag på framtida praktiknära forskning som involverar lärarutbildare med fokus på undervisning för ett digitalt medborg

With the past 20 years of increasingly pervasive digital technologies in educational and societal contexts, young people’s development of digital citizenship has become important to participate and act as members of society. To this end, schools have an important role, and new teachers need to be prepared through the support of teacher educators. Focusing on their dual-didactic role, this lightning talk highlights opportunities and challenges for teacher educators’ professional digital competence (PDC) to teach for digital citizenship. Using examples from the Swedish context, the talk highlights tensions in teacher educators’ PDC where their understanding of digital citizenship may be broadly compatible with the postdigital but less nuanced in the context of education. Similarly, teacher educators may have PDC to teach about digital citizenship but feel ill-prepared to teach teaching for digital citizenship, where further complexity comes from the strive to have PDC that is responsive to postdigital developments in society. The lightning talk draws attention to the opportunities of using a postdigital lens to support teacher educators’ PDC to include a deep conceptual understanding of digital citizenship, which is important for the preparation of future teachers and, in turn, young people’s development of digital citizenship.

Digital technologies, such as artificial intelligence (AI), increasingly permeate societal contexts, impacting how citizens interact, for example, through datafication and algorithms supported by AI (Hintz et al., 2019). Citizens, therefore, need to develop digital citizenship which includes knowledge and skills to engage critically with AI (Vuorikari et al., 2022). Aspects of digital citizenship are present in Nordic K-12 curricula (Christensen et al., 2021), and while teaching AI in education has broadly drawn attention (Holmes & Tuomi, 2022), it is still unclear what knowledge and skills teachers need to focus on to help young citizens develop their digital citizenship in relation to AI (cf. Markauskaite et al., 2022). In response, numerous frameworks and materials for teaching AI have been developed, which could provide teachers with guidance. In a Nordic context, this paper aims to analyze materials and resources that could influence K-12 teachers’ work of teaching AI as an aspect of the digital competence young people need to develop as part of their digital citizenship. This is done by a close reading of the European Union framework DigComp 2.2 and the Swedish National Agency for Education’s supportive materials available teachers to operationalize the teaching of AI. Using Touretzky et al. (2019) as an analytical node, the paper examines the discursive construction of AI-related knowledge and skills that young citizens need and how teachers can operationalize these through available policy and support materials. The early results highlight tendencies to present AI as a threat to democracy which is why citizens need relevant knowledge and skills. This often reflects instrumentalism rather than a holistic understanding of digital technologies in society or what AI can do. The paper thus highlights the need for teachers to engage with these materials critically. Given the potential implications for citizenship formation, such critical engagement becomes im

Motivation: Feature-based counting is commonly used in RNA-sequencing (RNA-seq) analyses. Here, sequences must align to target features (like genes or non-coding RNAs) and related sequences with different compositions are counted into the same feature. Consequently, sequence integrity is lost, making results less traceable against raw data.Small RNA (sRNA) often maps to multiple features and shows an incredible diversity in form and function. Therefore, applying feature-based strategies may increase the risk of misinterpretation. We present a strategy for sRNA-seq analysis that preserves the integrity of the raw sequence making the data lineage fully traceable. We have consolidated this strategy into Seqpac: An R package that makes a complete sRNA analysis available on multiple platforms. Using published biological data, we show that Seqpac reveals hidden bias and adds new insights to studies that were previously analyzed using feature-based counting.We have identified limitations in the concurrent analysis of RNA-seq data. We call it the traceability dilemma in alignment-based sequencing strategies. By building a flexible framework that preserves the integrity of the read sequence throughout the analysis, we demonstrate better interpretability in sRNA-seq experiments, which are particularly vulnerable to this problem. Applying similar strategies to other transcriptomic workflows may aid in resolving the replication crisis experienced by many fields that depend on transcriptome analyses., Funding Agencies|Swedish Research Council [2015-03141]; Knut and Alice Wallenberg Foundation [2015.0165]; Ragnar Soderberg; Swedish Research Council for Sustainable Development [2020-01042]

nks and toners used for printing contain materials, such as polyester, with strong triboelectric properties to enhance the binding effects, making wastepaper, such as magazines and newspapers, good candidates for triboelectric materials. In this study, we report high- output power triboelectric nanogenerators (TENGs) that utilize wastepaper as triboelectric layers (wastepaper-based triboelectric nanogenerators (WP–TENGs)) [1]. Journal paper and office copy paper wastes are investigated. The results show that the maximum power densities of the WP–TENGs reach 43.5 W·m-2, which is approximately 250 times the previously reported output of the TENG with a recycled triboelectric layer made from wastepaper [2]. The maximum open circuit voltage (VOC) and short circuit current (ISC) are 774 V and 3.92 mA (784 mA m-2), respectively. These findings can be applied to extend the life cycle of printed papers for energy harvesting, and they can later be applied for materials recycling to enhance the sustainable development of our society. [1] Zhang, R., Hummelgård, M., Örtegren, J., Andersson, H., Olsen, M., Chen, W., Wang, P., Eivazi, A., Dahlström, C. & Norgren, M. Adv. Engin. Mater., in press, 2023; https://doi.org/10.1002/adem.202300107 [2] Zhang, Z., Jie, Y., Zhu, J., Zhu, Z., Chen, H, Lu, Q., Zeng, Y., Cao, X., Wang, N. & Wang, Z. Nano Res. 15, 1109, 2022; https://doi.org/10.1007/s12274-021-3612-8

Inks and toners used for printing contain materials, such as polyester, with strong triboelectric properties to enhance the binding effects, making wastepaper, such as magazines and newspapers, good candidates for triboelectric materials. Herein, high-output power triboelectric nanogenerators (TENGs) that utilize wastepaper as triboelectric layers (wastepaper-based triboelectric nanogenerators (WP–TENGs)) are reported. Journal paper and office copy paper wastes are investigated. The results show that the maximum power densities of the WP–TENGs reach 43.5 W m−2, which is approximately 250 times the previously reported output of the TENG with a recycled triboelectric layer made from wastepaper. The maximum open circuit voltage (V OC) and short circuit current (I SC) are 774 V and 3.92 mA (784 mA m−2), respectively. These findings can be applied to extend the life cycle of printed papers for energy harvesting, and they can later be applied for materials recycling to enhance the sustainable development of our society.

The triboelectric properties of the tribolayers are essential factors affecting the current density of triboelectric nanogenerators (TENGs). To enhance the current density, composites have been developed to tune their triboelectric properties. Previous studies have reported enhanced TENG performance with composite materials, primarily based on their composition, while chemical interactions between the components have been less analyzed. In this study, we report a novel approach to improve the current density of a TENG by introducing dipole-dipole interactions between a nylon filter membrane and graphene oxide (GO) through hydrogen bonds. The Raman spectroscopy confirmed the occurrence of the interactions resulting from hydrogen bonding. The enhancing mechanisms of hydrogen bonds were further analyzed by Kelvin probe force microscope (KPFM) measurement, which demonstrated that hydrogen bonding could influence the surface potential of the coated GO, leading to increased output of the nylon/GO@NFM TENG (NGN-TENG). Our results show that an ultrahigh current density of 1757 mA·m−2 was obtained with a 2 × 2 cm2 NGN-TENG. Additionally, we demonstrated the feasibility of using the NGN-TENG as a motion sensor to sense finger motions. These findings suggest that the introduction of hydrogen bonds in TENG composites can provide a promising route for improving their performance.

Recently, much research has investigated nanocomposites and their properties for the development of energy storage systems. Supercapacitor performance is usually enhanced by the use of porous electrode structures, which produce a larger surface area for reaction. In this work, a biocompatible polymer of starch medium was used to create the porous nanostructure. Two powders, i.e., Nickel molybdate/reduced graphene oxide (NiMoO4-rGO) and Nickel molybdate/nitrogen-doped reduced graphene oxide (NiMoO4-NrGO), were synthesized using the deposition method in a medium containing starch, nickel nitrate salts, sodium molybdate, and graphene oxide powder. In terms of electrochemical performance, the NiMoO4-NrGO electrode displayed a higher specific capacitance, i.e., 932 Fg−1 (466 Cg−1), than the NiMoO4-rGO electrode, i.e., 884 Fg−1 (442 Cg−1), at a current density of 1 Ag−1. In fact, graphene oxide sheets could lose more oxygen groups in the presence of ammonia, resulting in increased electrical conductivity. For the asymmetric supercapacitor of NiMoO4-NrGO//AC, the specific capacitance at 1 Ag−1, energy density, and power density were 101.2 Fg−1 (111.32 Cg−1), 17 Wh kg−1, and 174.4 kW kg−1, respectively. In addition, this supercapacitor material displayed a good cycling stability of over 82%.

Considerable research has been devoted to the development of cathode materials for Al-ion batteries, but challenges remain regarding the behavior of aluminum anodes. Inert oxide (Al2O3) film on Al surfaces presents a barrier to electrochemical activity. The structure of the oxide film needs to be weakened to facilitate ion transfer during electrochemical activity. This study addresses oxide film challenges by studying Al alloy anodes with different iron content. The results reveal that using an anode of 99% Al 1% Fe in a cell increases the cycling lifetime by 48%, compared to a 99.99% Al anode. The improvement observed with the 99% Al 1% Fe anode is attributed to its fractional surface area corrosion being about 12% larger than that of a 99.99% Al anode. This is coupled to precipitation of a higher number of Al3Fe particles, which are evenly scattered in the Al matrix of 99% Al 1% Fe. These Al3Fe particles constitute weak spots in the oxide film for the electrolyte to attack, and access to fresh Al. The addition of iron to an Al anode thus offers a cheap and easy route for targeting the oxide passivating film challenge in Al-ion batteries.

Förskolan utgör en viktig roll i att möjliggöra tidiga insatser för en god och likvärdig uppväxt (SOU 2020:46). I denna studie undersöks en tvärprofessionell samverkansmodell för tidiga insatser som kallas Samverkan för Barnets Bästa (SBB)1. Syftet med studien är att undersöka pedagogers2, specialpedagogers och rektorers uppfattning och erfarenheter av arbetet med SBB. Begreppen barn i behov av särskilt stöd, samverkan och tidiga insatser förklaras utifrån rådande styrdokument och tidigare forskning. Kontextens betydelse i korrelation till dessa tre begrepp, lyfts också fram. I avsnittet teori avhandlas studiens specialpedagogiska perspektiv utifrån det relationella och kategoriska perspektivet. Utifrån innehållsanalysen av intervjuerna med studiens nio informanter framkommer det att relationell kompetens och strävan efter ett empatiskt förhållningssätt framhävs som tydliga framgångsfaktorer för samverkan genom SBB. Dock framkommer en osäkerhet kring vad SBB är, när det bör erbjudas och vilka insatser det kan leda till. Denna osäkerhet lyfts framför allt av rektorerna och pedagogerna, medan specialpedagogerna upplevs väl införstådda i samverkansformens funktion. Studiens viktigaste slutsats visar att tidiga samordnade insatser är viktiga för att upptäcka och motverka ohälsa hos yngre barn i förskolan, samtidigt som ett relationellt förhållningssätt hos personer som möter och arbetar med barn är avgörande för hur insatserna initieras och genomförs. Även tillgång till resurser och specialpedagogisk kompetens inom förskolan visar sig vara en avgörande faktor för att upptäcka tidiga tecken på ohälsa hos barn. Fortsatt forskning behövs för att öka kunskapsspridning kring ett specialpedagogiskt perspektiv på förskolans möjligheter och hinder för samverkan genom SBB med fokus på förskolekontextens betydelse.