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This paper aims to evaluate the association between the α‐tocopherol with the levels of serum anti‐oxLDL autoantibodies and the risk markers for cardiovascular disease.

A normolipidemic control group (n=30) and a hypercholesterolemic group (n=33) were used. Plasma lipid profile (colorimetric method), anti‐oxLDL autoantibodies (ELISA) and α‐tocopherol (HPLC) were analysed.

The α‐tocopherol (β=−0.714; p=0.001) is negatively associated with anti‐oxLDL autoantibodies in serum and with other risk markers for cardiovascular disease (BMI, WC, total cholesterol, LDL‐c) and positively associated with HDL‐c.

Oxidized low density lipoprotein (oxLDL) and their autoantibodies are increased in subjects with hypercholesterolemia. The α‐tocopherol can influence the levels of serum anti‐oxLDL autoantibodies.

The purpose of this paper is to analyze the different assessments of a particular industry and its ability to innovative, renew and prosper, but also to look into the underlying assumptions that are hiding behind the systemic approaches utilized in these assessments. The point of departure is an empirical puzzle: one group of studies presents a rather optimistic view of the Swedish life science industry and its ability to economize on research, policy and industrial investments. Another group of studies presents much a darker view, questioning the capacity of new companies to reach economic endurance, as well as the possibility of keeping the actually successful companies within the country. At a first sight it appears as if the two groups of studies are resting on a common theoretical ground: all seem to depart from a systemic innovation perspective that challenges the idea of an independent business landscape.

The difference between the assessments becomes comprehensible once the authors allow for a variety of systemic approaches in innovation thinking. The authors propose an ideal-typical distinction between two types of system perspectives; those that view technology as entangled in its environment and those that view technology as disentangled from its environment. The authors use the national innovation system (NIS) and the industrial network (IMP) approaches to exemplify the two perspectives.

An implication of the study is that the term “systemic perspective” is very broad and encompassing, something that in turn points to the importance of being clear about what the authors mean with a system, but also with what the theoretical assumptions focus on and abstract away from.

The ideal-typical distinction between two types of system perspectives; those that view technology as entangled in its environment and those that view technology as disentangled from its environment. The authors use the NIS and the IMP approaches to exemplify the two perspectives.

The purpose of this paper is to describe and analyze how the Swedish Association of Biology Teachers (ABT) and some other subject associations helped form pre-service biology teacher education in two major Swedish reforms from ca. 1960 to 1990.

The activities of subject associations can be understood as boundary-work since they defend their subject boundaries in terms of content, space in the timetable, and legitimacy. A hermeneutic method of text interpretation is employed in analyzing historical archival and parliamentary material.

The work of the ABT to demarcate their subject in the 1968 and 1988 Teacher Education Reforms may seem like merely defending certain biological items instead of others, in the name of science. However, it was also a professional struggle to assert the importance of the teachers, their jobs, education, knowledge of biology subject matter, and thereby their professional authority and autonomy. The ABT were also caught in a political struggle for their subject throughout the period of investigation. Depending on the political winds of the time they therefore had to ally themselves with or distance themselves from various actors.

In comparison with the few other studies of subject associations, this paper is unique in outlining how the ABT acted in relation to teacher education. However, the ways of doing boundary-work were still very similar to those used by subject associations in schools in other countries, especially in acting for increased study time in their respective science subjects as well as their resistance to subject integration. An obvious conclusion regarding teacher education is that subject associations such as the ABT did not contribute to bridging the gap between subject matter and pedagogy but rather the opposite. Biology teacher education was seen as an academic pursuit carried out at universities rather than at the practically oriented teacher training colleges.