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- Thomas, HS, et al.
(författare)
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- 2019
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swepub:Mat__t
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- Ademuyiwa, Adesoji O., et al.
(författare)
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Determinants of morbidity and mortality following emergency abdominal surgery in children in low-income and middle-income countries
- 2016
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Ingår i: BMJ Global Health. - : BMJ Publishing Group Ltd. - 2059-7908. ; 1:4
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Tidskriftsartikel (refereegranskat)abstract
- Background: Child health is a key priority on the global health agenda, yet the provision of essential and emergency surgery in children is patchy in resource-poor regions. This study was aimed to determine the mortality risk for emergency abdominal paediatric surgery in low-income countries globally.Methods: Multicentre, international, prospective, cohort study. Self-selected surgical units performing emergency abdominal surgery submitted prespecified data for consecutive children aged <16 years during a 2-week period between July and December 2014. The United Nation's Human Development Index (HDI) was used to stratify countries. The main outcome measure was 30-day postoperative mortality, analysed by multilevel logistic regression.Results: This study included 1409 patients from 253 centres in 43 countries; 282 children were under 2 years of age. Among them, 265 (18.8%) were from low-HDI, 450 (31.9%) from middle-HDI and 694 (49.3%) from high-HDI countries. The most common operations performed were appendectomy, small bowel resection, pyloromyotomy and correction of intussusception. After adjustment for patient and hospital risk factors, child mortality at 30 days was significantly higher in low-HDI (adjusted OR 7.14 (95% CI 2.52 to 20.23), p<0.001) and middle-HDI (4.42 (1.44 to 13.56), p=0.009) countries compared with high-HDI countries, translating to 40 excess deaths per 1000 procedures performed.Conclusions: Adjusted mortality in children following emergency abdominal surgery may be as high as 7 times greater in low-HDI and middle-HDI countries compared with high-HDI countries. Effective provision of emergency essential surgery should be a key priority for global child health agendas.
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| 8. |
- Robinson, N. A., et al.
(författare)
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Applying genetic technologies to combat infectious diseases in aquaculture
- 2022
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Ingår i: Reviews in Aquaculture. - : Wiley. - 1753-5123 .- 1753-5131. ; 15:2, s. 491-535
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Tidskriftsartikel (refereegranskat)abstract
- Disease and parasitism cause major welfare, environmental and economic concerns for global aquaculture. In this review, we examine the status and potential of technologies that exploit genetic variation in host resistance to tackle this problem. We argue that there is an urgent need to improve understanding of the genetic mechanisms involved, leading to the development of tools that can be applied to boost host resistance and reduce the disease burden. We draw on two pressing global disease problems as case studies—sea lice infestations in salmonids and white spot syndrome in shrimp. We review how the latest genetic technologies can be capitalised upon to determine the mechanisms underlying inter- and intra-species variation in pathogen/parasite resistance, and how the derived knowledge could be applied to boost disease resistance using selective breeding, gene editing and/or with targeted feed treatments and vaccines. Gene editing brings novel opportunities, but also implementation and dissemination challenges, and necessitates new protocols to integrate the technology into aquaculture breeding programmes. There is also an ongoing need to minimise risks of disease agents evolving to overcome genetic improvements to host resistance, and insights from epidemiological and evolutionary models of pathogen infestation in wild and cultured host populations are explored. Ethical issues around the different approaches for achieving genetic resistance are discussed. Application of genetic technologies and approaches has potential to improve fundamental knowledge of mechanisms affecting genetic resistance and provide effective pathways for implementation that could lead to more resistant aquaculture stocks, transforming global aquaculture. © 2022 The Authors. Reviews in Aquaculture published by John Wiley & Sons Australia, Ltd.
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- Hannon, Eilis, et al.
(författare)
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DNA methylation meta-analysis reveals cellular alterations in psychosis and markers of treatment-resistant schizophrenia
- 2021
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Ingår i: eLIFE. - : eLife Sciences Publications. - 2050-084X. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- We performed a systematic analysis of blood DNA methylation profiles from 4483 participants from seven independent cohorts identifying differentially methylated positions (DMPs) associated with psychosis, schizophrenia, and treatment-resistant schizophrenia. Psychosis cases were characterized by significant differences in measures of blood cell proportions and elevated smoking exposure derived from the DNA methylation data, with the largest differences seen in treatment-resistant schizophrenia patients. We implemented a stringent pipeline to meta-analyze epigenome-wide association study (EWAS) results across datasets, identifying 95 DMPs associated with psychosis and 1048 DMPs associated with schizophrenia, with evidence of colocalization to regions nominated by genetic association studies of disease. Many schizophrenia-associated DNA methylation differences were only present in patients with treatment-resistant schizophrenia, potentially reflecting exposure to the atypical antipsychotic clozapine. Our results highlight how DNA methylation data can be leveraged to identify physiological (e.g., differential cell counts) and environmental (e.g., smoking) factors associated with psychosis and molecular biomarkers of treatment-resistant schizophrenia.
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- Gathercole, L. L., et al.
(författare)
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AKR1D1 knockout mice develop a sex-dependent metabolic phenotype
- 2022
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Ingår i: Journal of Endocrinology. - : Bioscientifica. - 0022-0795 .- 1479-6805. ; 253:3, s. 97-113
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Tidskriftsartikel (refereegranskat)abstract
- Steroid 5 beta-reductase (AKR1D1) plays important role in hepatic bile acid synthesis and glucocorticoid clearance. Bile acids and glucocorticoids are potent metabolic regulators, but whether AKR1D1 controls metabolic phenotype in vivo is unknown. Akr1d1(-/-) mice were generated on a C57BL/6 background. Liquid chromatography/mass spectrometry, metabolomic and transcriptomic approaches were used to determine effects on glucocorticoid and bile add homeostasis. Metabolic phenotypes including body weight and composition, lipid homeostasis, glucose tolerance and insulin tolerance were evaluated. Molecular changes were assessed by RNA-Seq and Western blotting. Male Akr1d1(-/-) mice were challenged with a high fat diet (60% kcal from fat) for 20 weeks. Akr1d1(-/-) mice had a sex-specific metabolic phenotype. At 30 weeks of age, male, but not female, Akr1d1(-/-) mice were more insulin tolerant and had reduced lipid accumulation in the liver and adipose tissue yet had hypertriglyceridemia and increased intramuscular triacylglycerol. This phenotype was associated with sexually dimorphic changes in bile acid metabolism and composition but without overt effects on circulating glucocorticoid levels or glucocorticoid-regulated gene expression in the liver. Male Akr1d1(-/-) mice were not protected against diet-induced obesity and insulin resistance. In conclusion, this study shows that AKR1D1 controls bile acid homeostasis in vivo and that altering its activity can affect insulin tolerance and lipid homeostasis in a sex-dependent manner.
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| 16. |
- Granklint Enochson, Pernilla, 1965-, et al.
(författare)
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Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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| 17. |
- Granklint Enochson, Pernilla, 1965-, et al.
(författare)
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Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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| 18. |
- Granklint Enochson, Pernilla, 1965-, et al.
(författare)
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Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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| 19. |
- Granklint Enochson, Pernilla, et al.
(författare)
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Similarities and differences in students' ideas about the human body and health in South Africa and Sweden
- 2013
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Annan publikation (populärvet., debatt m.m.)abstract
- In both Sweden and South Africa, the science curriculum for the secondary level emphasizes learning about the functioning of the human body. Both curricula also emphasize the importance of living a healthy life. In this paper the focus is on how students’ ideas about the human body are constituted in explanations of three different scenarios, and in what way the students are transferring explanations between these scenarios. The study surveyed 161 9th grade students in five different schools in South Africa, and discusses the results in perspective of a previous study involving 88 students in Sweden. In both countries issues about body and health are discussed in several different subjects in school. The same data collection methods were used in both countries: drawings, written questions (open-ended and multiple-choice items), and interviews with selected students. The questions emerge from three scenarios: what happens in the body when you eat an open sandwich, drink water, and swallow a painkiller. We report that it is difficult for the students to horizontally transfer knowledge of the digestive system to other less well-known scenarios. In comparing the use of three systems in the painkiller-scenario to the horizontal transfer between the sandwichand the painkiller-scenarios we see that the difference is much less pronounced in South African results compared to the Swedish study. There are more similarities than differences between the results of this South Africa study and results obtained in Europe, but there are also differences especially with regard to non-scientific ideas about the human body.
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