Traditionsprincipen i svensk rätt - en rättsprincip att bevara av tradition?

I gällande svensk rätt uppnår köpare av lösöre sakrättsligt skydd mot säljarens borgenärer genom tradition enligt den s.k. traditionsprincipen. Principen är idag en erkänd rättsprincip i svensk rätt, även om traditionsprincipen fortfarande är oreglerad i lag och har utvecklats genom rättspraxis. Före traditionsprincipens etablering tillämpades den s.k. avtalsprincipen, där köparen gavs sakrättsligt skydd redan genom överlåtelseavtalet. Avtals-principen ersattes successivt av traditionsprincipen under 1800-talet, en tid präglad av ekonomisk osäkerhet och omfattande borgenärsbedrägerier. Idag har den svenska traditionsprincipen blivit ett omdiskuterat ämne i den rättspolitiska debatten. Flera erkända författare har förordat en övergång från traditionsprincipen till avtalsprincipen. Det har bland annat framförts att traditionsprincipen inte längre utgör ett effektivt tillvägagångssätt för att motverka borgenärsbedrägerier. Till försvar har anförts att traditionsprincipen sedan länge utgör en invand rättsprincip som medför ett effektivt exekutions-väsende och som motverkar borgenärsbedrägerier. I gällande finsk rätt tillämpas avtalsprincipen. Jämförelsen med den finska rättsordningen har för avsikt att visa avtalsprincipens tillämpning i praktiken. Därför kan jämförelsen på ett konkret sätt påvisa att även en tillämpning av avtalsprincipen innebär för- och nackdelar. HD har konstaterat att den svenska traditionsprincipen enbart kan förändras genom lag. Regeringen har under 2013 utfärdat ett kommittédirektiv med syfte att utreda om det finns tillräckliga skäl för en övergång från traditionsprincipen till avtalsprincipen. Vilket resultat utredningen än kommer att visa, kan det redan nu konstateras att det finns starka skäl för båda principerna. Det är dock tveksamt om avtalsprincipens fördelar är tillräckligt starka för att överge en invand rättsprincip som traditionsprincipen

Vad tror du är världens vanligaste djur? : Utveckling av ett populärvetenskapligt radioformat

The purpose of this study was to develop the genre of science radio. Curious radio about science to the target group of 18-35 years and as a test topic; animals. Fun, accessible and informative radio.The study was preceded by a preliminary study in which I made qualitative interviews with two professionals in the subject area.Then I produced radio programs on the basis of the practices that I found in my exploratory study. This essay thus consists mainly of a creative part, which consists of two radio shows in audio format, á 1.07, and 1.30 hours. These programs constitute a final result in the form of a program format, which I think has got both good pedagogical qualities and entertaining qualities, a program that would undoubtedly be able to qualify in today's radio offerings.Validerat; 20111130 (anonymous

Review of Current Dental Literature; To the End that Animals Shall Not be Tortured (The Competition of the International Zoophile Bureau).

Editors: Aug. 1859-July 1865, J. D. White, J. H. McQuillen, G. J. Ziegler.--Aug. 1865-Dec. 1871, J. H. McQuillen, G. J. Ziegler.--Jan. 1872-May 1891, J. W. White.--July 1891-Apr. 1930, E. C. Kirk (with L. P. Anthony, Dec. 1917-Apr. 1930).--May 1930-Dec. 1936, L. P. Anthony.Vols. 1-13 are called "new series."Merged in Jan. 1937 with: Journal of the American Dental Association, ISSN 1048-6364, to form: Journal of the American Dental Association and dental cosmos, ISSN 0375-8451

Motivation för jag-engagerat lärande : Förståelse för individens inre behov, för stärkandet av elevers motivation till lärande, vid dansestetiska gymnasiala utbildningar.

Höstterminen 2014 Today’s students show great divergences in incentives for commencing studies at an Upper Secondary Dance Educational School in Sweden. The level of the individual`s motivation both during the prelusive and pending stages of the education, shows great variance. The aim of the study is to find a correlation between the individual’s motivation level and the individual´s conceiving of enhancement or deprivation of inner needs. To which extent is the comprehension and consideration towards these needs, a direct agency in effecting the desire for self- engaged and lifelong learning? In which manner can a deeper and wider understanding of the needs for self- actualization, ensure a more sturdy and coherent motivation towards the experience of learning? Through motivation psychology as an angel of approach, the study incorporates the three methods; observation, projective testing and literary studies. Conscious and unconscious personality traits and states are chartered. The conjunction with various sources of stimuli subsequently indicates the deriving of behavior. The study indicates the need of educational practitioner’s insight and understanding towards the individual pupil’s apperception of the social world. Also the study indicates the importance of implementing this knowledge, in ensuring cohesiveness and sustainability of motivation for self- engaged lifelong learning

The role of different YopD domains on plasmid copy number control in Yersinia pseudotuberculosis

Bacterial infection strategies have long been studied in hope of finding new targets and strategies for combating bacterial infections. The type III secretion system (T3SS) is an important virulence mechanism used by a plethora of Gram-negative bacteria. It forms a needle-like structure that facilitates the transfer of effectors from the bacteria into the target host cell. For the enterobacterium Yersinia, all virulent stains use the T3SS to cause infection. All components needed for the T3SS are expressed on a 70 kb, low-copy, IncFII-class virulence plasmid. This virulence plasmid has to replicate in order to establish a sufficient response to cause infection. Among the various T3SS components produced in this response, YopD is a protein which facilitates the effector translocation by forming a pore in the target cell plasma membrane. Apart from YopD’s role in facilitating the translocation of effectors, YopD also plays a role in the replication of the plasmid. Under a non-induced state, Yersinia have a single copy of its virulence plasmid. During infection the plasmid copy number is increased to produce enough toxin products to cause a successful infection. In vitro, this expression induced state of the virulence plasmid can be achieved by increasing the temperature from 26°C to 37°C and depleting calcium (low calcium response). Helen Wang’s group has recently found that YopD functions as a negative regulator of the plasmid copy number control during T3SS inductive conditions. Based on these results, this study aims to determine whether YopD is regulating the plasmid replicon and which region/domain of the YopD protein is involved in this control. To achieve this, different truncational YopD mutants were constructed and transformed with plasmids containing reporter genes for the repA, copA and copB promotors. The repA gene encodes a replication initiator protein, RepA, while copA and copB produces negative regulators of the RepA protein. Through these transformed mutant strains, the expression levels of the repA, copA or copB promotors were examined by measuring the β-galactosidase activity using a lacZ reporter. Interestingly, we found that the YopD mutants that lost the calcium regulated control over the repA copA and copB promotors were the same mutants that had mutations in the binding sites for the YopD chaperone LcrH. Since those mutant strains lost the calcium dependent control, it indicates that YopD is involved in the regulation of the plasmid replicon

Serologi som ett diagnostiskt verktyg för spolmaskinfektion hos föl – En pilotstudie

Parascaris spp. are prevalent equine gastrointestinal nematodes that predominantly infect foals. The infection causes impaired welfare and can have a lethal outcome due to complications such as intestinal obstruction. Due to a prepatent period of 10-14 weeks, diagnosis with coprological techniques is limited and therefore most foals are routinely dewormed during their first year without knowledge of infectious status. The parasite is showing an alarming emerging resistance to numerous anthelmintic drug classes, limiting the possibilities of treatment. Diagnostics through serological techniques have been developed for the related pig roundworm, Ascaris suum, using an indirect ELISA targeting either Ascaris suum haemoglobin (AsHb) or L3-Lung antigens. This study investigated the possibility of using a modified version of the indirect ELISA protocol, targeting the same AsHb and L3-Lung antigens to identify Parascaris spp. infection in foals. Two farms were included with a total of 15 foals concluding the study. The foals were sampled for blood for serum extraction from two weeks of age and followed at four-week intervals. Faecal samples were examined from six weeks with about two-week intervals until positive for Parascaris spp. eggs to determine a patent infection. The results showed that antibodies for Parascaris spp. could be detected with both the AsHb ELISA and L3-Lung ELISA. Moreover, an initial increase in antibody levels were observed for both antigens. A significant correlation between antibody levels in twoweek-old foals and their mother was found, indicating passive transfer of antibodies via colostrum. The antibody levels of the foals thereafter decreased from the first to the second and third sampling occasion and then significantly increased to the fourth occasion for both AsHb and L3-Lung ELISAs, indicating an immunological response to the Parascaris spp. infection. This study shows the potential of developing a clinically applicable serological technique for Parascaris spp. The possibility of a clinically applicable test could be used for targeted deworming and decrease the anthelmintic use, thereby limiting the emerging anthelmintic resistance in Parascaris spp. and reducing the environmental contamination with residues of anthelmintic compounds

Can the Subaltern be heard? : A student perspective, on identity power relations and epistemic positioning within the Swedish Educational System.

Our ability to perceive our environment through prejudge mental attitudes is a necessary capacity in order to survive in a social environment. However, how we utilize this capacity, and whether it promotes equality or inequality, is to a large extent dependant on our perception of ourselves in relation to our surroundings. Through critical social theory, this thesis aims to explore and compare attitudes exhibited by the Swedish educational system, towards the socially constructed phenomenon of adolescent students in upper secondary school, speaking their voice. The production of knowledge is problematized regarding the relationship between theoretical regulatory texts of norms, ideals and requirements, versus active implementation in practice. Through metaphysical questioning of reason and norms, discrepancies of intention, lack of consideration for power relations and pernicious ignorance, is problematized and reflected upon, as possible factors reinforcing attitudes of negative stereotyping, identity prejudice and inequality, evoking questions concerning human and children’s rights. Enactment of fear and silencing through reference to status and authority, rather than data actually sustaining a stand through scientific reason and justified knowledge, positions the adolescent student as the subaltern, and perpetuates adultism through imbalance within the dyadic power relation. Through three case studies, chosen due to their compatibility to the frames of a pre- case study initiating attention to the subject at hand, this study exemplifies identity prejudice and institutionalized hegemony through epistemic violence, marginalizing the student to the status of the subaltern. Thereby suffocating both the development of the student, as well as the institutional system´s own purpose and legitimacy, by jeopardizing the confession to scientific reason and justifiable knowledge. It is thus aspects of our ethical and political epistemic conduct this study addresses, by problematizing the cross-boundary interface of research, politics and practice. Findings indicate negative prejudice credibility deficit administered towards students, through social injustice of epistemic violence, fortified by the educational institutions and their regulatory authorities through obscurantism, by neglect of scientific reason and justified knowledge, when constructivist stands implemented as ontological realities, are questioned through critical thinking

Can the Subaltern be heard? : A student perspective, on identity power relations and epistemic positioning within the Swedish Educational System.

Our ability to perceive our environment through prejudge mental attitudes is a necessary capacity in order to survive in a social environment. However, how we utilize this capacity, and whether it promotes equality or inequality, is to a large extent dependant on our perception of ourselves in relation to our surroundings. Through critical social theory, this thesis aims to explore and compare attitudes exhibited by the Swedish educational system, towards the socially constructed phenomenon of adolescent students in upper secondary school, speaking their voice. The production of knowledge is problematized regarding the relationship between theoretical regulatory texts of norms, ideals and requirements, versus active implementation in practice. Through metaphysical questioning of reason and norms, discrepancies of intention, lack of consideration for power relations and pernicious ignorance, is problematized and reflected upon, as possible factors reinforcing attitudes of negative stereotyping, identity prejudice and inequality, evoking questions concerning human and children’s rights. Enactment of fear and silencing through reference to status and authority, rather than data actually sustaining a stand through scientific reason and justified knowledge, positions the adolescent student as the subaltern, and perpetuates adultism through imbalance within the dyadic power relation. Through three case studies, chosen due to their compatibility to the frames of a pre- case study initiating attention to the subject at hand, this study exemplifies identity prejudice and institutionalized hegemony through epistemic violence, marginalizing the student to the status of the subaltern. Thereby suffocating both the development of the student, as well as the institutional system´s own purpose and legitimacy, by jeopardizing the confession to scientific reason and justifiable knowledge. It is thus aspects of our ethical and political epistemic conduct this study addresses, by problematizing the cross-boundary interface of research, politics and practice. Findings indicate negative prejudice credibility deficit administered towards students, through social injustice of epistemic violence, fortified by the educational institutions and their regulatory authorities through obscurantism, by neglect of scientific reason and justified knowledge, when constructivist stands implemented as ontological realities, are questioned through critical thinking