| 2. |
- Jablonska, Beata, et al.
(författare)
-
A national cohort study of parental socioeconomic status and non-fatal suicidal behaviour-the mediating role of school performance
- 2012
-
Ingår i: BMC Public Health. - : Springer Science and Business Media LLC. - 1471-2458. ; 12, s. 17-
-
Tidskriftsartikel (refereegranskat)abstract
- Background: A link between low parental socioeconomic status and mental health problems in offspring is well established in previous research. The mechanisms that explain this link are largely unknown. The present study investigated whether school performance was a mediating and/or moderating factor in the path between parental socioeconomic status and the risk of hospital admission for non-fatal suicidal behaviour. Methods: A national cohort of 447 929 children born during 1973-1977 was followed prospectively in the National Patient Discharge Register from the end of their ninth and final year of compulsory school until 2001. Multivariate Cox proportional hazards and linear regression analyses were performed to test whether the association between parental socioeconomic status and non-fatal suicidal behaviour was mediated or moderated by school performance. Results: The results of a series of multiple regression analyses, adjusted for demographic variables, revealed that school performance was as an important mediator in the relationship between parental socioeconomic status and risk of non-fatal suicidal behaviour, accounting for 60% of the variance. The hypothesized moderation of parental socioeconomic status-non-fatal suicidal behaviour relationship by school performance was not supported. Conclusions: School performance is an important mediator through which parental socioeconomic status translates into a risk for non-fatal suicidal behaviour. Prevention efforts aimed to reduce socioeconomic inequalities in non-fatal suicidal behaviour among young people will need to consider socioeconomic inequalities in school performance.
|
|
| 4. |
- Kaden, Rene, et al.
(författare)
-
Brucellosis outbreak in a Swedish kennel in 2013 : Determination of genetic markers for source tracing
- 2014
-
Ingår i: Veterinary Microbiology. - : Elsevier BV. - 0378-1135 .- 1873-2542. ; 174:3–4, s. 523-530
-
Tidskriftsartikel (refereegranskat)abstract
- Brucellosis is a highly infectious zoonotic disease but rare in Sweden. Nonetheless, an outbreak of canine brucellosis caused by an infected dog imported to Sweden was verified in 2013. In total 25 dogs were tested at least duplicated by the following approaches: real-time PCR for the detection of Brucella canis, a Brucella genus-specific real-time PCR, selective cultivation, and microscopic examination. The whole genome of B. canis strain SVA13 was analysed regarding genetic markers for epidemiological examination. The genome of an intact prophage of Roseobacter was detected in B. canis strain SVA13 with whole genome sequence prophage analysis (WGS-PA). It was shown that the prophage gene content in the American, African and European isolates differs remarkably from the Asian strains. The prophage sequences in Brucella may therefore serve of use as genetic markers in epidemiological investigations. Phage DNA fragments were also detected in clustered, regularly interspaced short palindromic repeats (CRISPR) in the genome of strain SVA13. In addition to the recommendations for genetic markers in Brucella outbreak tracing, our paper reports a validated two-step stand-alone real-time PCR for the detection of B. canis and its first successful use in an outbreak investigation.
|
|
| 5. |
- Lindberg, Viveca, 1954-, et al.
(författare)
-
Svensk forskning om bedömning : en kartläggning
- 2010
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Measuring, recording and judging the value of individual achievements and societal phenomena is nothing new. In one sense, it is a natural part of what it means to be a human among humans, that is, a phenomenon that is part and parcel of culture. The systematic character and scale of evaluation today, however, reflect a more modern, rational approach to this activity. The increasingly frequent use being made of evaluation and assessment is linked to the assumption that individuals and societies are amenable to development. Associated with this is a goals–and–means philosophy, with planning and evaluation as key components. Although – or perhaps precisely because – this rationality has been challenged, much emphasis is placed on the importance of carefully following, monitoring and evaluating activities and their out-comes. Nowadays, moreover, our dependence on knowledge is underscored. Concepts such as a knowledge economy or society, and lifelong and life-wide learning, can be seen as examples of this. In political and economic terms, the result has been a growing interest in the contribution education can make to the development of society. In 2008 some three million individuals were involved in child day care or in preschool, primary, secondary, adult or higher education in Sweden. In addition, there were the people employed in school and other education and in research, and the 2.1 million who participated in some form of staff training. Education, in other words, is an activity that tangibly affects a great many people. Although education for children and young people is provided in both the public and the private sector, it is funded mainly from the public purse. That means that, economically, education is our biggest policy area, a fact which in itself invites considerable interest in questions concerning its meaning, effectiveness and benefits, for both the individual and society. From the standpoint of educational science, assessment can be regarded as one of the systems by which education signals what knowledge is important and how knowledge, skills and proficiency can be expressed, discerned and communicated. Together with curriculum and pedagogy, assessment or evaluation is thus one of what the sociologist of education Basil Bernstein (1971/1980) called the “message systems” of education. Grades and diplomas also serve as tools for selection, opening or closing doors to different educational pathways and careers. Assessment and grading by teachers thus crucially influence students’ life chances. Against this background, it is hardly surprising that questions of pupil achievement, school results and the effects of education are high on the agenda of public and educational debate. Here, it will be explored whether this is also the case in research.
|
|
