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This study focused on Finnish leaders who participated in a training program called "Positive Leadership Training". The purpose of this study was to enhance the general understanding regarding the emergence of positive leadership in leaders, as they themselves described. A narrative research approach was chosen, and the data were collected from leaders' diaries (N = 12) that they maintained and updated during the training program. The analysis of narratives and narrative analysis were conducted. The analysis of the narratives was divided into four categories, each representing the way leaders described the emergence and development of their positive leadership. While some leaders described strong empowerment, others seemed to be searching for their own identities as positive leaders. Furthermore, leaders also described positive leadership in terms of action, and deliberation and courage were the core categories in their leadership narratives. The narrative analysis revealed the following four leadership types: humane thinker, enthusiastic developer, courageous experimentalist, and identity worker, typifying the variations between empowered and emerging leadership narratives and between prudence and the active execution of leadership. The results highlighted the role of authenticity in leadership development and the benefits of positive leadership training for leaders with different backgrounds.

Abstract Background The societal value of cats, dogs and horses is high, and the companion and sport animal health care sector is growing. Clinical research concerning cats, dogs and horses is crucial for the development of evidence-based medical care that benefits animals and their owners, and has implications for human and environmental health from a One Health perspective. Basic information on companion animal and equine research enables more directed measures to improve conditions for research within the area. The aim of the present study was to describe Nordic companion animal and equine clinical research from 2010 to 2019, including bibliometrics, human resources and funding. Results There were 2 042 published research publications originating from Nordic countries on cats (n = 282), dogs (n = 1 086), and horses (n = 781) from 2010 to 2019. The majority (83%) of the publications came from the four Nordic universities with veterinary programs. Seven percent of the publications were collaborations between two or more Nordic universities. Approximately 18% of the PhD theses (178 out of 970) from veterinary faculties or corresponding units concerned these species, most of them dogs (n = 86), followed by horses (n = 64), cats (n = 15) or a combination of these species (n = 13). The scientific areas cardiology, infectious diseases, reproduction, and surgery were prominent for all three species. A large proportion of grants were received from small- to medium-sized funding bodies, mainly funding running costs and only to a limited degree salaries. During 2010–2019, costs for veterinary and other services for cats and dogs steadily increased. The growth of the veterinary healthcare sector was not reflected in an increasing number of clinical research publications, for which no increase was seen after 2014. Conclusions Despite a high societal value of the species, veterinary clinical research on sports and companion animals has not increased, in contrast to the veterinary healthcare sector. Activities stimulating the research area, e.g. funding bodies enabling coverage of salaries, are needed. The development of Nordic veterinary clinical care may benefit from strengthened research cooperation between countries.

Abstract Background In COPD, the balance between matrix metalloproteinases (MMPs) and their natural inhibitors [tissue inhibitors of metalloproteinases (TIMPs)] is shifted towards excessive degradation, reflected in bronchoalveolar lavage (BAL) as increased MMP concentrations. Because of their critical role in lung homeostasis, MMP activity is tightly regulated, but to what extent this regulation occurs through epigenetic mechanisms remains unknown. Methods To explore the interplay between MMPs, TIMPs, and DNA methylation (DNAm) we (1) analysed MMP-9, -12, and TIMP-1 concentrations in BAL fluid, and profiled DNAm in BAL cells from 18 COPD and 30 control subjects, (2) estimated protein–COPD relationships using multivariable regression, (3) identified protein quantitative trait methylation loci (pQTMs) with COPD as a potential modifier in a separate interaction model, and (4) integrated significant interactions with a previous COPD GWAS meta-analysis. Results COPD was associated with higher levels of BAL MMP-12 (p = 0.016) but not with MMP-9 or TIMP-1. Further examination of MMP-12 identified association with DNAm at 34 loci (pQTMs), with TGFBR2 (p = 2.25 × 10–10) and THBS4 (p = 1.11 × 10–9) among the top ten pQTM genes. The interaction model identified 66 sites where the DNAm–MMP-12 association was significantly different in COPD compared to controls. Of these, one was colocalized with SNPs previously associated with COPD. Conclusions Our findings indicate that airway MMP-12 may partially be regulated by epigenetic mechanisms and that this regulation is disrupted in COPD. Furthermore, integration with COPD GWAS data suggests that this dysregulation is influenced by a combination of environmental factors, disease processes, and genetics, with the latter potentially playing a lesser role.

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators' and teachers' responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders' trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.

BACKGROUND: Occurrence of low blood taurine concentrations (B-TauC) and predisposing factors to taurine deficiency in English Cocker Spaniels (ECS) are incompletely understood. OBJECTIVES: Investigate the occurrence of low B-TauC in a Swedish population of ECS and evaluate the association between B-TauC and dog characteristics, clinical variables, and diet composition. ANIMALS: One-hundred eighty privately owned ECS. METHODS: Dogs were prospectively recruited and underwent physical examination, blood analyses, and echocardiographic and ophthalmic examinations. Dogs with clinical signs of congestive heart failure (CHF) also underwent thoracic radiography. Taurine concentrations were analyzed in plasma (EDTA and heparin) and whole blood. Diets consumed by the dogs at the time of the examination were analyzed for dietary taurine- (D-TauC), cysteine- (D-CysC), and methionine concentrations (D-MetC). RESULTS: Fifty-three of 180 dogs (29%) had low B-TauC, of which 13 (25%) dogs had clinical and radiographic signs of CHF, increased echocardiographic left ventricular (LV) dimensions and volumes, and impaired LV systolic function. Five (9%) dogs with low B-TauC had retinal abnormalities. Dietary MetC, dietary animal protein source (red/white meat), and age were associated with B-TauC in the final multivariable regression model (P

Abstract Background Occurrence of low blood taurine concentrations (B‐TauC) and predisposing factors to taurine deficiency in English Cocker Spaniels (ECS) are incompletely understood. Objectives Investigate the occurrence of low B‐TauC in a Swedish population of ECS and evaluate the association between B‐TauC and dog characteristics, clinical variables, and diet composition. Animals One‐hundred eighty privately owned ECS. Methods Dogs were prospectively recruited and underwent physical examination, blood analyses, and echocardiographic and ophthalmic examinations. Dogs with clinical signs of congestive heart failure (CHF) also underwent thoracic radiography. Taurine concentrations were analyzed in plasma (EDTA and heparin) and whole blood. Diets consumed by the dogs at the time of the examination were analyzed for dietary taurine‐ (D‐TauC), cysteine‐ (D‐CysC), and methionine concentrations (D‐MetC). Results Fifty‐three of 180 dogs (29%) had low B‐TauC, of which 13 (25%) dogs had clinical and radiographic signs of CHF, increased echocardiographic left ventricular (LV) dimensions and volumes, and impaired LV systolic function. Five (9%) dogs with low B‐TauC had retinal abnormalities. Dietary MetC, dietary animal protein source (red/white meat), and age were associated with B‐TauC in the final multivariable regression model (P

The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context of inclusion and special needs education, (b) the formal qualifications required of special education professionals, and (c) the position of these professionals in compulsory education. Our approach involved a comparative analysis of how legislation and policies interact with the field of special education as a 'professional jurisdiction' in each of the four countries. We find that the major thrust of reforms has been aimed at reducing the number of students who receive special needs education and their placement in segregated settings. The introduction of early intervention, multi-tiered systems of support, and collaborative approaches are seen as means of reaching this goal. In addition, findings reveal that the special education profession is weaker in Denmark and Norway compared to Sweden and Finland. We argue that a lack of a consensus regarding the role and qualifications of special education professionals creates problems for schools and limits the availability of diverse forms of expertise which are necessary for inclusion.

Co-teaching has been brought forth as an inclusive teaching approach in research and in the Finnish core curriculum. The realisation of co-teaching at the school level puts great demands on teachers, but also on school leaders (SLs) who are expected to lead educational change. The aim of the study was to examine how SLs in Finnish schools were co-teaching has been realised experience their own and co-teachers' roles in leading the realisation of co-teaching as an inclusive approach. Data were collected through semi-structured interviews with nine SLs in Finland. Inductive thematic analysis was used and revealed two overarching themes: SLs as facilitators of co-teaching and teachers as driving forces of co-teaching. The need for a more active and goal-oriented SL role focused on involving the whole school community in developing co-teaching rather than delegating the responsibility to single teachers is discussed through the lens of distributed leadership and earlier research.

The Evaluating the Quality of Instruction in Post-secondary Mathematics (EQIPM) is a 14-item instrument that uses videos of teaching to investigate the quality of instruction in college algebra courses taught at community colleges. We hypothesize that quality of instruction can be characterized along three distinct factors, the interactions between: (a) students and the content, (b) instructors and the content, and (c) students and the instructors. We used confirmatory factor analysis to empirically evaluate this hypothesis. Using coding of over 900 segments of video of instruction from 40 intermediate and college algebra teachers from eight community colleges, we performed a factor analysis to identify the structure of the instrument. Our findings suggest that the EQIPM instrument captures the three hypothesized underlying factors of quality of instruction with adequate fit statistics and factor loadings. The availability of this instrument opens the door for further research on aspects of quality that influence student performance and for promising programs of professional development for community college faculty teaching mathematics.

The reformed Finnish vocational education and training (VET) system is a competence-based, customer-oriented educational programme with two overarching aims: to develop a skilled labour force and to promote social inclusion. Support and guidance have become increasingly important in Finnish VET in recent decades. This study focuses on how linguistic constructions of support and guidance for VET students with special educational needs are constructed in the dynamics between institutional ideas and the language use of VET staff. Data were collected through focus group discussions among different categories of staff. Through a psychological discourse analysis, three different linguistic constructions emerged: a package of support measures, a structure falling apart and dialogue as a bridge builder. Tensions and contradictions were identified between the different constructions. The results point to the need for balance between institutional structures and the possibilities of staff that daily interact with the student to provide holistic support measures.

This study examined how Finnish primary school students perceive teachers' roles and responsibilities, their own learning and participation, and the social climate during co-taught lessons. Data were collected through a web-based questionnaire among primary school students (N = 242) from grades four to six from Finnish schools where Swedish is the medium of instruction and co-teaching has been initiated. Students with and without special educational needs participated in the study. Students without special educational needs were more positive to co-teaching the more co-taught lessons they received per week, while students with special educational needs were most positive when they received four to five lessons weekly. Students also perceived that mostly the general education teacher is responsible for lesson planning and instruction but that both teachers contribute to the students' learning. In earlier research, the students' perceptions have seldom been in focus and there is an obvious need for more research on students' perspectives to develop and realise co-teaching as a teaching approach that promotes learning and participation for all students in a general classroom.

In this paper, we examine the relationships between teachers' subject matter preparation and experience in teaching and their performance on an instrument measuring mathematical knowledge for teaching Algebra 1. We administered the same instrument to two different samples of teachers-high school practicing teachers and community college faculty--who teach the same algebra content in different levels of institutions, and we compared the performance of the two different samples and the relationships between the measured knowledge and their educational and teaching background across the samples. The comparison suggested that the community college faculty possess a higher level of mathematical knowledge for teaching Algebra 1 than high school teachers. The subsequent analyses using the Multiple Indicator Multiple Causes (MIMIC) models based on our hypothesis on the factors contributing to the differences in the knowledge between the two teacher samples suggest that experience teaching advanced algebra courses has positive effects on the mathematical knowledge for teaching Algebra 1 in both groups. Highlighting the positive effect of algebra-based teaching experience on test performance, we discuss the implications of the impact of subject specific experience in teaching on teachers' mathematical content knowledge for teaching.

IntroductionType 1 diabetes involves immune-mediated destruction of insulin-producing beta cells, with eosinophils potentially playing a significant role. Recent studies suggest that leukotriene inhibition might influence this process. This case report presents a novel observation of montelukast, a leukotriene receptor antagonist, reducing insulin requirements in a patient with Latent Autoimmune Diabetes in Adults (LADA). A 55-year-old male with LADA experienced substantial reductions in insulin dosage when treated with montelukast for respiratory symptoms. Initially diagnosed with LADA in 2018, the patient had been on insulin therapy. Montelukast therapy, initiated due to respiratory symptoms, led to a 60.5% reduction in insulin requirements which increased upon discontinuation. A subsequent montelukast course resulted in an 87.9% insulin reduction. Although the insulin-lowering effect diminished with continued montelukast use, the patient reported reduced postprandial hyperglycemia. Blood tests indicated stable glucose levels despite reduced insulin doses.ConclusionsThis case suggests that montelukast may reduce insulin needs in type 1 diabetes patients, potentially through its anti-inflammatory effects on eosinophils. These findings highlight the need for further research into montelukast’s role in type 1 diabetes management and its potential to preserve beta-cell function or reduce insulin dependence.