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- Gallo, Valentina, et al.
(författare)
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Physical activity and risk of Amyotrophic Lateral Sclerosis in a prospective cohort study
- 2016
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Ingår i: European Journal of Epidemiology. - : Springer Science and Business Media LLC. - 0393-2990 .- 1573-7284. ; 31:3, s. 255-266
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Tidskriftsartikel (refereegranskat)abstract
- Previous case-control studies have suggested a possible increased risk of Amyotrophic Lateral Sclerosis (ALS) with physical activity (PA), but this association has never been studied in prospective cohort studies. We therefore assessed the association between PA and risk of death from ALS in the European Prospective Investigation into Cancer and Nutrition. A total of 472,100 individuals were included in the analysis, yielding 219 ALS deaths. At recruitment, information on PA was collected through standardised questionnaires. Total PA was expressed by the Cambridge Physical Activity Index (CPAI) and analysed in relation to ALS mortality, using Cox hazard models. Interactions with age, sex, and anthropometric measures were assessed. Total PA was weakly inversely associated with ALS mortality with a borderline statistically significant trend across categories (p = 0.042), with those physically active being 33 % less likely to die from ALS compared to those inactive: HR = 0.67 (95 % CI 0.42-1.06). Anthropometric measures, sex, and age did not modify the association with CPAI. The present study shows a slightly decreased-not increased like in case-control studies-risk of dying from ALS in those with high levels of total PA at enrolment. This association does not appear confounded by age, gender, anthropometry, smoking, and education. Ours was the first prospective cohort study on ALS and physical activity.
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| 2. |
- Wikberg, Carl, et al.
(författare)
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Comparison Between the Montgomery-Asberg Depression Rating Scale–Self and the Beck Depression Inventory II in Primary Care
- 2015
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Ingår i: The Primary Care Companion for CNS Disorders. - 0160-6689 .- 1555-2101 .- 2155-7772. ; 17:3
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The Montgomery-Asberg Depression Rating Scale–Self (MADRS-S) and the Beck Depression Inventory II (BDI-II) are commonly used self-assessment instruments for screening and diagnosis of depression. The BDI-II has 21 items and the MADRS-S has 9 items. These instruments have been tested with psychiatric inpatients but not in outpatient primary care, where most patients with symptoms of depression initially seek treatment. The purpose of this study was to compare these 2 instruments in the primary care setting. Method: Data were collected from 2 primary care randomized controlled trials that were performed from 2010 to 2013 in Sweden: the Primary Care Self-Assessment MADRS-S Study and Primary Care Internet-Based Cognitive Behavioral Therapy Study. There were 146 patients (73 patients each from both trials) who had newly diagnosed mild or moderate depression (per DSM-IV recommendations) and who had assessment with both the MADRS-S and BDI-II at primary care centers. Comparability and reliability of the instruments were estimated by Pearson product moment correlation and Cronbach α. Results: A good correlation was observed between the 2 instruments: 0.66 and 0.62 in the 2 study cohorts. The reliability within the 2 study cohorts was good for both MADRS-S (Cronbach α: 0.76 for both cohorts) and BDI-II items (Cronbach α: 0.88 and 0.85). Conclusions: The 2 instruments showed good comparability and reliability for low, middle, and high total depression scores. The MADRS-S may be used as a rapid, easily administered, and inexpensive tool in primary care and has results comparable to the BDI-II in all domains.
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| 3. |
- Altman, Maria, et al.
(författare)
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Prolonged second stage of labor is associated with low Apgar score
- 2015
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Ingår i: European Journal of Epidemiology. - Stockholm : Karolinska Institutet, Dept of Medicine, Solna. - 0393-2990 .- 1573-7284.
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Tidskriftsartikel (refereegranskat)abstract
- There is no consensus on the effects of a prolonged second stage of labor on neonatal outcomes. In this large Swedish population-based cohort study, our objective was to investigate prolonged second stage and risk of low Apgar score at 5 minutes. All nulliparous women (n= 32 796) delivering a live born singleton infant in cephalic presentation at ≥37 completed weeks after spontaneous onset of labor between 2008 and 2012 in the counties of Stockholm and Gotland were included. Data were obtained from computerized records. Exposure was time from fully retracted cervix until delivery. Logistic regression analyses were used to estimate crude and adjusted odds ratios (OR) with 95% confidence intervals (CI). Adjustments were made for maternal age, height, BMI, smoking, sex, gestational age, sex-specific birth weight for gestational age and head circumference. Epidural analgesia was included in a second model. The primary outcome measure was Apgar score at 5 minutes <7 and <4. We found that the overall rates of 5 minute Apgar score <7 and <4 were 7.0 and 1.3 per 1000 births, respectively. Compared to women with <1 hour from retracted cervix to birth, adjusted ORs of Apgar score <7 at 5 minutes generally increased with length of second stage of labor: 1-<2 hours: OR 1.78 (95% CI 1.19-2.66); 2- <3 hours: OR 1.66 (1.05-2.62); 3-<4 hours: OR 2.08 (1.29-3.35); and ≥4 hours: OR 2.71 (1.67-4.40). We conclude that prolonged second stage of labor is associated with an increased risk of low 5 minute Apgar score.
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| 6. |
- Andersén, Annelie, 1977-, et al.
(författare)
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Yrkesämnesdidaktik på universitet : Mål, innehåll, arbetssätt och examination
- 2018
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:3, s. 98-123
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.
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| 7. |
- Asghari, Hamid, 1967-, et al.
(författare)
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Att vara lärare för lärare : Ämnesdidaktiska syften i utbildning till yrkeslärare och ämneslärare
- 2019
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Ingår i: Pedagogiska utvecklingsprojekt vid Karlstads universitet. - Karlstad : Karlstads universitet. - 9789178670727 - 9789178670826 ; , s. 11-36
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Bokkapitel (refereegranskat)abstract
- Under 2018 genomförs ett pilotprojekt med medel från lärarutbildningsnämnden (LUN) kring hur didaktiklärarna i den korta lärarutbildningen (KUB) ser på sitt uppdrag. Frågan är viktig att belysa då didaktik utgör en stor del av lärarutbildningen. Dessutom behöver didaktikerna, utifrån de nationella examensmålen för utbildningen, bedöma vilken kunskap som undervisningen skall förmedla, hur, när och varför den ska undervisas samt att vara medvetna om samspelet mellan undervisning, lärande och resultat (jfr Bengtsson & Kroksmark, 1994; Dahlgren, 1990). I det sammanhanget blir det viktigt att undersöka hur yrkesdidaktikerna ser på sitt uppdrag och vilka kvalitéer i lärares kompetens de månar om. Inom KUB är ämnesdidaktiken insprängd i den utbildningsvetenskapliga kärnans kurser (UK-kurserna). Studenterna är här indelade i olika (yrkes-)ämnes-didaktikgrupper beroende på ämnesinriktning. I samma kurs kan det finnas upp mot 25 olika didaktikgrupper. Sammanlagt fanns inom KUB läsåret 17/18 drygt 40 verksamma didaktiker med olika bakgrund (lektorer, adjunkter och gymnasielärare). Vid kursledarmöten, KUB-konferenser och kursvärderingar har det framkommit att det ser väldigt olika ut i samma kurs avseende vad den didaktiska delen innehåller och hur den examineras. I projektet undersöks genom textanalyser (jfr Boréus & Bergström, 2005) hur kursmålen inom didaktiken examineras och vilket innehåll som lyfts fram i samtliga 90 studiehandledningar som berör yrkesämnes och ämnesdidaktik inom YRK och KPU ht 2017. Resultaten pekar på att didaktikernas syn på sitt uppdrag skiljer sig beroende på deras utbildningsbakgrund och anställningsform. Didaktiker med forskarexamen bygger i större utsträckning sina uppgifter på forskning, har en mer vetenskaplig tolkning av lärandemålen, examinerar studenterna utifrån sin vetenskapliga tolkning av lärandemålen och använder sig utav forskningsartiklar och doktorsavhandlingar i litteraturlistan än didaktiker som inte har forskarutbildning. Didaktiker som några gånger per termin kommer från gymnasieskolor till universitet och undervisar yrkeslärarstudenter konstruerar sina uppgifter och examinerar sina studenter baserad på ”den undervisningsverklighet” studenterna kommer att möta i sina framtida yrken som yrkeslärare. De använder också oftare än didaktiker med forskarexamen texter från sina branschorganisationer i litteraturlistan.
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