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- Bentham, James, et al.
(författare)
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A century of trends in adult human height
- 2016
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Ingår i: eLIFE. - : eLife Sciences Publications Ltd. - 2050-084X. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Being taller is associated with enhanced longevity, and higher education and earnings. We reanalysed 1472 population-based studies, with measurement of height on more than 18.6 million participants to estimate mean height for people born between 1896 and 1996 in 200 countries. The largest gain in adult height over the past century has occurred in South Korean women and Iranian men, who became 20.2 cm (95% credible interval 17.5–22.7) and 16.5 cm (13.3– 19.7) taller, respectively. In contrast, there was little change in adult height in some sub-Saharan African countries and in South Asia over the century of analysis. The tallest people over these 100 years are men born in the Netherlands in the last quarter of 20th century, whose average heights surpassed 182.5 cm, and the shortest were women born in Guatemala in 1896 (140.3 cm; 135.8– 144.8). The height differential between the tallest and shortest populations was 19-20 cm a century ago, and has remained the same for women and increased for men a century later despite substantial changes in the ranking of countries.
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| 2. |
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| 3. |
- Båtshake, Helene, et al.
(författare)
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Hantering av underhållsskuld i utemiljö
- 2015
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Ingår i: Movium Fakta. - 2001-2357.
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Annan publikation (populärvet., debatt m.m.)abstract
- Inom många olika samhällssektorer uppmärksammas begreppet underhållsskuld. Ett eftersatt underhåll är en realitet även inom vår offentliga utemiljö. Forskare och praktiker har samverkat inom Movium Partnerskap med projekt för att finna hållbara lösningar för att åtgärda och undvika underhållsskuld. I detta faktablad redovisas de erfarenheter och förslag som framkommit i projekten.
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| 6. |
- Eliasson, Nina, 1965-
(författare)
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Att kommunicera skolans naturvetenskap : ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.
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| 7. |
- Eliasson, Nina, 1965-, et al.
(författare)
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Pojkars och flickors tillgång till talutrymme i det naturvetenskapliga klassrummet
- 2019
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Ingår i: Utbildning och Demokrati. - : Orebro University. - 1102-6472 .- 2001-7316. ; 28:3, s. 41-56
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Tidskriftsartikel (refereegranskat)abstract
- Student´s access to communication space in the science classroom. This article is about communication in the classroom when science is on the timetable. The text is partly based on previously published results from the SONAT project, which demonstrated to what extent boys and girls choose to respond to closed or open questions from the teacher. Based on excerpts from the video-documented teaching situations, the way in which students can be positioned as knowledgeable or ignorant, in the context of science communication in science lessons during the final year of primary school, is exemplified. The results show that the type of questions posed by teachers affects the extent to which boys and girls choose to answer these questions, and consequently how they are positioned as being knowledgeable or ignorant.
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| 8. |
- Eliasson, Nina, et al.
(författare)
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Teacher-Student Interaction in Contemporary Science Classrooms : Is Participation Still a Question of Gender?
- 2016
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 38:10, s. 1655-1672
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Tidskriftsartikel (refereegranskat)abstract
- We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.
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| 9. |
- Eliasson, Nina, et al.
(författare)
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The role of questions in the science classroom : how girls and boys respond to teachers' questions
- 2017
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 39:4, s. 433-452
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher–student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls’ attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.
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| 10. |
- Hansen, Aleksander L., et al.
(författare)
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Birthweight is associated with clinical characteristics in people with recently diagnosed type 2 diabetes
- 2023
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Ingår i: Diabetologia. - 0012-186X. ; 66:9, s. 1680-1692
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Tidskriftsartikel (refereegranskat)abstract
- Aims/hypothesis: Low birthweight is a risk factor for type 2 diabetes but it is unknown whether low birthweight is associated with distinct clinical characteristics at disease onset. We examined whether a lower or higher birthweight in type 2 diabetes is associated with clinically relevant characteristics at disease onset. Methods: Midwife records were traced for 6866 individuals with type 2 diabetes in the Danish Centre for Strategic Research in Type 2 Diabetes (DD2) cohort. Using a cross-sectional design, we assessed age at diagnosis, anthropomorphic measures, comorbidities, medications, metabolic variables and family history of type 2 diabetes in individuals with the lowest 25% of birthweight (<3000 g) and highest 25% of birthweight (>3700 g), compared with a birthweight of 3000–3700 g as reference, using log-binomial and Poisson regression. Continuous relationships across the entire birthweight spectrum were assessed with linear and restricted cubic spline regression. Weighted polygenic scores (PS) for type 2 diabetes and birthweight were calculated to assess the impact of genetic predispositions. Results: Each 1000 g decrease in birthweight was associated with a 3.3 year (95% CI 2.9, 3.8) younger age of diabetes onset, 1.5 kg/m2 (95% CI 1.2, 1.7) lower BMI and 3.9 cm (95% CI 3.3, 4.5) smaller waist circumference. Compared with the reference birthweight, a birthweight of <3000 g was associated with more overall comorbidity (prevalence ratio [PR] for Charlson Comorbidity Index Score ≥3 was 1.36 [95% CI 1.07, 1.73]), having a systolic BP ≥155 mmHg (PR 1.26 [95% CI 0.99, 1.59]), lower prevalence of diabetes-associated neurological disease, less likelihood of family history of type 2 diabetes, use of three or more glucose-lowering drugs (PR 1.33 [95% CI 1.06, 1.65]) and use of three or more antihypertensive drugs (PR 1.09 [95% CI 0.99, 1.20]). Clinically defined low birthweight (<2500 g) yielded stronger associations. Most associations between birthweight and clinical characteristics appeared linear, and a higher birthweight was associated with characteristics mirroring lower birthweight in opposite directions. Results were robust to adjustments for PS representing weighted genetic predisposition for type 2 diabetes and birthweight. Conclusion/interpretation: Despite younger age at diagnosis, and fewer individuals with obesity and family history of type 2 diabetes, a birthweight <3000 g was associated with more comorbidities, including a higher systolic BP, as well as with greater use of glucose-lowering and antihypertensive medications, in individuals with recently diagnosed type 2 diabetes.
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