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- TEDDY study group, The, et al.
(författare)
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The environmental determinants of diabetes in the young (TEDDY) study: Study design
- 2007
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Ingår i: Pediatric Diabetes. - : Hindawi Limited. - 1399-543X .- 1399-5448. ; 8:5, s. 286-298
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Tidskriftsartikel (refereegranskat)abstract
- The primary objective of this multicenter, multinational, epidemiological study is the identification of infectious agents, dietary factors, or other environmental exposures that are associated with increased risk of autoimmunity and type 1 diabetes mellitus (T1DM). Factors affecting specific phenotypic manifestations such as early age of onset or rate of progression or with protection from the development of T1DM will also be identified. The Environmental Determinants of Diabetes in the Young (TEDDY) is an observational cohort study in which newborns who are younger than 4 months and have high-risk human leukocyte antigen alleles in the general population or are first-degree relatives (FDRs) of patients affected with T1DM will be enrolled. Six clinical centers in the USA and Europe will screen 361 588 newborns, of which it is anticipated that 17 804 will be eligible for enrollment with just over 7800 followed. Recruitment will occur over 5 yr, with children being followed to the age of 15 yr. Identification of such factors will lead to a better understanding of disease pathogenesis and result in new strategies to prevent, delay, or reverse T1DM.
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| 2. |
- Ahlberg, Erik, et al.
(författare)
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"Vi klimatforskare stödjer Greta och skolungdomarna"
- 2019
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Ingår i: Dagens nyheter (DN debatt). - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- DN DEBATT 15/3. Sedan industrialiseringens början har vi använt omkring fyra femtedelar av den mängd fossilt kol som får förbrännas för att vi ska klara Parisavtalet. Vi har bara en femtedel kvar och det är bråttom att kraftigt reducera utsläppen. Det har Greta Thunberg och de strejkande ungdomarna förstått. Därför stödjer vi deras krav, skriver 270 klimatforskare.
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| 3. |
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| 4. |
- Akselsson, Roland, et al.
(författare)
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Aerosoler
- 1994
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Bok (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Anderberg, Elsie, 1948-, et al.
(författare)
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Global learning for sustainable development in higher education : Recent trends and a critique
- 2009
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald. - 1467-6370 .- 1758-6739. ; 10:4, s. 368-378
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities.Design/methodology/approachThe authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education.FindingsThe overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence‐based curriculum for GLSD.Originality/valueUniversities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability.
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| 7. |
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| 8. |
- Andersson Hagiwara, Magnus, et al.
(författare)
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A shorter system delay for haemorrhagic stroke than ischaemic stroke among patients who use emergency medical service
- 2018
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Ingår i: Acta Neurologica Scandinavica. - : Hindawi Limited. - 0001-6314 .- 1600-0404. ; 137:5, s. 523-530
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Tidskriftsartikel (refereegranskat)abstract
- ObjectivesWe compare various aspects in the early chain of care among patients with haemorrhagic stroke and ischaemic stroke. Materials & methodsThe Emergency Medical Services (EMS) and nine emergency hospitals, each with a stroke unit, were included. All patients hospitalised with a first and a final diagnosis of stroke between 15 December 2010 and 15 April 2011 were included. The primary endpoint was the system delay (from call to the EMS until diagnosis). Secondary endpoints were: (i) use of the EMS, (ii) delay from symptom onset until call to the EMS; (iii) priority at the dispatch centre; (iv) priority by the EMS; and (v) suspicion of stroke by the EMS nurse and physician on admission to hospital. ResultsOf 1336 patients, 172 (13%) had a haemorrhagic stroke. The delay from call to the EMS until diagnosis was significantly shorter in haemorrhagic stroke. The patient's decision time was significantly shorter in haemorrhagic stroke. The priority level at the dispatch centre did not differ between the two groups, whereas the EMS nurse gave a significantly higher priority to patients with haemorrhage. There was no significant difference between groups with regard to the suspicion of stroke either by the EMS nurse or by the physician on admission to hospital. ConclusionsPatients with a haemorrhagic stroke differed from other stroke patients with a more frequent and rapid activation of EMS.
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| 9. |
- Andersson, Ketty, et al.
(författare)
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Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers
- 2022
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 38:2, s. 166-179
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Tidskriftsartikel (refereegranskat)abstract
- Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.
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| 10. |
- Andersson, Ketty, et al.
(författare)
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Impact of language background and school factors on core language skills
- 2019
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Konferensbidrag (refereegranskat)abstract
- Bilingual children are at a disadvantage when compared to monolingual norms in language assessment. Monolingual assessment fails to acknowledge the asymmetrically distributed linguistic competence of bilingual children, for example, different levels of mastery of family and school related concepts in the first and second languages, respectively. Consequently, monolingual assessment results in an overidentification of language impairment in bilingual populations. However, other factors, in many communities associated with bilingualism, may also yield low results in language assessments. We investigated the Swedish CELF-4 Core subscales for receptive language and grammatical production of over 220 7-8-year-old children, all students in the classrooms of teachers participating in an ongoing practice-embedded intervention aimed at modifying mainstream primary school teachers’ verbal and nonverbal instructional communication. The student sample is representative of a southern Swedish urban and suburban population, with approximately 50 percent of students reported by parents to use at least one other language on a daily basis, in addition to the Swedish used in school, although with great differences in proportions, with participating schools ranging between 0 and 95 percent bilingual students. Multiple linear regression was used to assess the contribution of bilingualism, parental education level, school district and enrolment in extra-curricular activities on CELF-4 Core scores. In isolation, bilingualism predicted 38 percent of the variance in the CELF-4 Core scores, p < 0,01. With parental education level, school district and enrolment in extra-curricular activities entered the total variance explained by the model increased to 54 percent. However, the unique contribution of bilingualism was reduced to 9 percent. The results highlight the need to look beyond bilingualism in language assessment and educational management of bilingual children and adolescents, and to consider other explanations to academic struggle. Furthermore, alternative interventions must be considered and applied proportionately to their respective impact on the individual’s development. Evidence-based, high-quality language instruction in school must be complemented by community-based interventions aimed at increasing the parental education level and at providing counsel to parents and families on factors associated with academic advancement, e.g. extra-curricular activities. Measures must also be taken to reduce the gap between schools in order to avoid the double dose of disadvantage often experienced by bilingual children and adolescents and their families in areas of socioeconomic stress.
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