Social health and cognitive change in old age: the role of brain reserve

OBJECTIVE: Individual aspects of social health (SH; e.g. network, engagement, support) have been linked to cognitive health. However, their combined effect, and the role of the structural properties of the brain (brain reserve, BR) remain unclear. We investigated the interplay of SH and BR on cognitive change in older adults. METHODS: Within the Swedish National study on Aging and Care-Kungsholmen, 368 dementia-free adults aged ≥60 years with baseline brain magnetic resonance imaging were followed over 12 years to assess cognitive change. A measure of global cognition was computed at each of the five waves of assessment by averaging domain-specific Z-scores for episodic memory, perceptual speed, semantic memory, letter and category fluency. An SH composite score was computed at baseline by combining leisure activities and social network. BR was proxied by total brain tissue volume (TBTV). Linear mixed models (adjusted for sociodemographic, vascular, and genetic factors) were used to estimate cognitive trajectories in relation to SH, TBTV. Interaction analysis and stratification were used to examine the interplay between SH and TBTV. RESULTS: Moderate-good SH (n=245; vs. poor; β-slope=0.01 [95% CI 0.002, 0.02]; p=0.018) and moderate-to-large TBTV (n=245; vs. small; β-slope=0.03 [95% CI 0.02, 0.04]; p<0.001) were separately associated with slower cognitive decline. In stratified analysis, moderate-good SH was associated with higher cognitive levels (but not change) only in participants with moderate-to-large TBTV (β-intercept=0.21 [95%CI 0.06; 0.37], p<0.01; interaction SH*TBTV p<0.05). INTERPRETATION: Our findings highlight the interplay between social health and brain reserve that likely unfolds throughout the entire life course to shape old-age cognitive outcomes. This article is protected by copyright. All rights reserved

Характер регенерации костной ткани альвеолярного отростка нижней челюсти после удаления ретинированного зуба мудрости

ЗУБ МУДРОСТИ /ХИРАЛЬВЕОЛЯРНЫЙ ОТРОСТОКРЕГЕНЕРАЦИЯ ПЕРИОДОНТАЛЬНОЙ ТКАНИ НАПРАВЛЕННАЯЗУБ РЕТИНИРОВАННЫЙ /ХИРКОСТЬ И КОСТНЫЕ ТКАН

Allergic Rhinitis and its Impact on Asthma (ARIA) Phase 4 (2018) : Change management in allergic rhinitis and asthma multimorbidity using mobile technology

Allergic Rhinitis and its Impact on Asthma (ARIA) has evolved from a guideline by using the best approach to integrated care pathways using mobile technology in patients with allergic rhinitis (AR) and asthma multimorbidity. The proposed next phase of ARIA is change management, with the aim of providing an active and healthy life to patients with rhinitis and to those with asthma multimorbidity across the lifecycle irrespective of their sex or socioeconomic status to reduce health and social inequities incurred by the disease. ARIA has followed the 8-step model of Kotter to assess and implement the effect of rhinitis on asthma multimorbidity and to propose multimorbid guidelines. A second change management strategy is proposed by ARIA Phase 4 to increase self-medication and shared decision making in rhinitis and asthma multimorbidity. An innovation of ARIA has been the development and validation of information technology evidence-based tools (Mobile Airways Sentinel Network [MASK]) that can inform patient decisions on the basis of a self-care plan proposed by the health care professional.Peer reviewe

Identification of genetic variants associated with Huntington's disease progression: a genome-wide association study

Background Huntington's disease is caused by a CAG repeat expansion in the huntingtin gene, HTT. Age at onset has been used as a quantitative phenotype in genetic analysis looking for Huntington's disease modifiers, but is hard to define and not always available. Therefore, we aimed to generate a novel measure of disease progression and to identify genetic markers associated with this progression measure. Methods We generated a progression score on the basis of principal component analysis of prospectively acquired longitudinal changes in motor, cognitive, and imaging measures in the 218 indivduals in the TRACK-HD cohort of Huntington's disease gene mutation carriers (data collected 2008–11). We generated a parallel progression score using data from 1773 previously genotyped participants from the European Huntington's Disease Network REGISTRY study of Huntington's disease mutation carriers (data collected 2003–13). We did a genome-wide association analyses in terms of progression for 216 TRACK-HD participants and 1773 REGISTRY participants, then a meta-analysis of these results was undertaken. Findings Longitudinal motor, cognitive, and imaging scores were correlated with each other in TRACK-HD participants, justifying use of a single, cross-domain measure of disease progression in both studies. The TRACK-HD and REGISTRY progression measures were correlated with each other (r=0·674), and with age at onset (TRACK-HD, r=0·315; REGISTRY, r=0·234). The meta-analysis of progression in TRACK-HD and REGISTRY gave a genome-wide significant signal (p=1·12 × 10−10) on chromosome 5 spanning three genes: MSH3, DHFR, and MTRNR2L2. The genes in this locus were associated with progression in TRACK-HD (MSH3 p=2·94 × 10−8 DHFR p=8·37 × 10−7 MTRNR2L2 p=2·15 × 10−9) and to a lesser extent in REGISTRY (MSH3 p=9·36 × 10−4 DHFR p=8·45 × 10−4 MTRNR2L2 p=1·20 × 10−3). The lead single nucleotide polymorphism (SNP) in TRACK-HD (rs557874766) was genome-wide significant in the meta-analysis (p=1·58 × 10−8), and encodes an aminoacid change (Pro67Ala) in MSH3. In TRACK-HD, each copy of the minor allele at this SNP was associated with a 0·4 units per year (95% CI 0·16–0·66) reduction in the rate of change of the Unified Huntington's Disease Rating Scale (UHDRS) Total Motor Score, and a reduction of 0·12 units per year (95% CI 0·06–0·18) in the rate of change of UHDRS Total Functional Capacity score. These associations remained significant after adjusting for age of onset. Interpretation The multidomain progression measure in TRACK-HD was associated with a functional variant that was genome-wide significant in our meta-analysis. The association in only 216 participants implies that the progression measure is a sensitive reflection of disease burden, that the effect size at this locus is large, or both. Knockout of Msh3 reduces somatic expansion in Huntington's disease mouse models, suggesting this mechanism as an area for future therapeutic investigation

Investigation of Peer Discussions on Genetic Concepts

This study is an investigation on how students express their understanding of genetic concepts and their relations during peer discussions. Participants in this study were non-major students from a Swedish upper secondary school. Special attention was paid to how the groups treated the domain- specific vocabulary, how they expressed their understanding of reduction division and how they connected concepts from different biological organization levels. These subject areas have been reported as difficult for students in earlier studies. The results show discussions concerning the three subject areas and in the discussions the students help each other to make the meaning of the genetic concepts clear. The analysis is based on socio-cultural perspectives with focus on how the participants treated the genetic content from the previously presented subject areas in their discussions

Hot isostatic pressing of ceramics and influence of glass encapsulation

Hot isostatic pressing (HIP) is one of the industrial techniques for production of structural ceramics. A high quality of the as-HIPed surface is highly desirable, as it may make it possible to minimise or eliminate costly finishing machining. When a porous ceramic is HIPed, an encapsulation of glass can be applied on the component as a gas tight envelope. Silicon nitride ceramics work well with a borosilicate encapsulation glass but oxides, such as alumina and zirconia, react severely. A protective barrier between the oxides and the borosilicate glass has been developed earlier. With such a system of protective layers it was possible to demonstrate HIP of some oxides, with good mechanical as well as biocompatibility properties as a result. However, there is a difference between the bulk and the surface properties of these materials. A model system of silicon nitride and borosilicate glass was chosen for a more thorough study on interactions between the encapsulation glass and the porous ceramic green body during HIPing. Mechanical, chemical and compositional gradient from the surface of the ceramic into the bulk were studied. Theoretical calculations on chemical reactions in the system Si3N4 - B2O3 were done accompanied by practical experiments. Special attention has been given the part of the HIP-cycle when the pressure is applied and the glass is pushed against the still porous ceramic component. Possible viscous flow of the glass into the ceramic was analysed. TEM-studies of the densified silicon nitride revealed two different types of hexagonal boron nitride formed in the surface region and their role in the encapsulation is discussed. The increased knowledge can beused in work for improved surface quality and for development of intermediate protective layers.Validerad; 1998; 20061123 (haneit

Meetings of meaning making in the science classroom

Bakgrund Syftet med denna avhandling är att få veta mer om hur elever skapar mening i mötet med innehållet i skolans naturvetenskap. De resultat som presenteras i avhandlingen är resultat som visar hur eleverna uttrycker sig under utvalda interaktioner från naturvetenskaplig undervisning. Elevernas uttryck för meningsskapande jämförs också med vad som tidigare forskning rapporterat som svårt i skolans naturvetenskap. Lärandet betraktas genomgående som en sociokulturell aktivitet. Metoder För att kunna besvara frågan om hur ett meningsskapande uttrycks har elevernas uttalanden under interaktioner karaktäriserats kvalitativt och med objektet för undervisningen i förgrunden. Datainsamlingen har gjorts med ljud- eller videoinspelningar. Ämnesinnehållet i interaktionerna är i fokus och hur eleverna samtalar om genetik, cellandning, blodomlopp eller genomförandet av en laboration är centralt i avhandlingens delstudier. De deltagande eleverna är från grundskolans årskurs fem, årskurs nio och från gymnasiet. Resultat Resultaten visar en variation i hur ofta elever diskuterar och uttrycker någon egen mening om de naturvetenskapliga förklaringsmodellerna. När elever konstruerar begreppskartor med utvalda begrepp uttrycker gruppen sitt meningsskapande på sätt som många gånger närmar sig det vetenskapliga. En undervisningsfilm presenterar många vetenskapliga förklaringsmodeller av blodomloppets funktion, men få av dem används av eleverna i det efterföljande samtalet. I interaktioner under laborationer uttrycker elever inte så ofta ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Sammanfattning Avhandlingens delstudier ger prov på flera tillfällen när eleverna diskuterar ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Det finns också exempel när förklaringsmodellerna inte diskuteras, även om de för en skolad naturvetare helt uppenbart presenteras. En viktig faktor för att elevernas naturvetenskapliga meningsskapande ska ske är i studierna om undervisningen uppmärksammar hur naturvetenskapliga förklaringsmodeller knyter samman synliga fenomen med molekylära förklaringar och symboler. En annan faktor är om undervisningen lyfter fram naturvetenskapens sätt att kommunicera. Ytterligare en viktig faktor för att de naturvetenskapliga förklaringsmodellerna ska bli ett verktyg för elevernas meningsskapande är om det nya innehållet knyter an till elevernas tidigare vardagserfarenheter eller erfarenheter från tidigare undervisning

Meetings of meaning making in the science classroom

Bakgrund Syftet med denna avhandling är att få veta mer om hur elever skapar mening i mötet med innehållet i skolans naturvetenskap. De resultat som presenteras i avhandlingen är resultat som visar hur eleverna uttrycker sig under utvalda interaktioner från naturvetenskaplig undervisning. Elevernas uttryck för meningsskapande jämförs också med vad som tidigare forskning rapporterat som svårt i skolans naturvetenskap. Lärandet betraktas genomgående som en sociokulturell aktivitet. Metoder För att kunna besvara frågan om hur ett meningsskapande uttrycks har elevernas uttalanden under interaktioner karaktäriserats kvalitativt och med objektet för undervisningen i förgrunden. Datainsamlingen har gjorts med ljud- eller videoinspelningar. Ämnesinnehållet i interaktionerna är i fokus och hur eleverna samtalar om genetik, cellandning, blodomlopp eller genomförandet av en laboration är centralt i avhandlingens delstudier. De deltagande eleverna är från grundskolans årskurs fem, årskurs nio och från gymnasiet. Resultat Resultaten visar en variation i hur ofta elever diskuterar och uttrycker någon egen mening om de naturvetenskapliga förklaringsmodellerna. När elever konstruerar begreppskartor med utvalda begrepp uttrycker gruppen sitt meningsskapande på sätt som många gånger närmar sig det vetenskapliga. En undervisningsfilm presenterar många vetenskapliga förklaringsmodeller av blodomloppets funktion, men få av dem används av eleverna i det efterföljande samtalet. I interaktioner under laborationer uttrycker elever inte så ofta ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Sammanfattning Avhandlingens delstudier ger prov på flera tillfällen när eleverna diskuterar ett meningsskapande av de naturvetenskapliga förklaringsmodellerna. Det finns också exempel när förklaringsmodellerna inte diskuteras, även om de för en skolad naturvetare helt uppenbart presenteras. En viktig faktor för att elevernas naturvetenskapliga meningsskapande ska ske är i studierna om undervisningen uppmärksammar hur naturvetenskapliga förklaringsmodeller knyter samman synliga fenomen med molekylära förklaringar och symboler. En annan faktor är om undervisningen lyfter fram naturvetenskapens sätt att kommunicera. Ytterligare en viktig faktor för att de naturvetenskapliga förklaringsmodellerna ska bli ett verktyg för elevernas meningsskapande är om det nya innehållet knyter an till elevernas tidigare vardagserfarenheter eller erfarenheter från tidigare undervisning

Organising for collaboration with schools : experiences from six Swedish universities

Collaboration between universities and schools has been emphasised byboth governments and within educational development research in the Nordic countries. However, educational research has tended to focus onthe practitioners’ perspectives and experiences, i.e., researchers andteachers. Our intention is to contribute to the field with research from another perspective; that of organising for collaboration. This is done by focusing on the experiences of university representatives responsible for the organisation of collaboration within a Swedish nation-wide initiative,the ULF project. Our theoretical framework draws on the literature of partial organisation. The results indicate that the different approaches and solutions used by universities could not only potentially strengthen schools’ opportunities to participate in educational collaboration with universities but also lead to different opportunities, reinforcing previously existing differences between school organisers. The results are discussed in relation to governmental intentions and guidelines