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In order to include all outlooks and perspectives on the world prevalent in contemporary society, countries like Sweden have replaced traditional religious education with worldview education. However, current worldview theory fails to make justice to two important facts concerning the contemporary religious landscape. Firstly, a great many people are semi-secular rather than traditional believers or atheists. Secondly, many have non-doxastic attitudes such as hope or acceptance instead of belief. We therefore suggest that worldview education needs to include semi-secularity, and that it needs to clearly separate the content of a worldview from the variety of epistemic attitudes a person might have towards that content.

Earlier research and reports from educational practice seem to suggest that teaching early literacy skills may facilitate speech-sound production in students with intellectual disabilities, but further research is needed to confirm a potential connection. This study investigated (1) the relationship between speech-sound production, phonological awareness, and letter-sound knowledge in students with intellectual disabilities and communication difficulties, and (2) to what degree phonological awareness and letter-sound knowledge explain the variance in speech-sound production over and above IQ and chronological age. A group of 116 students, aged 7–21, enrolled in Swedish compulsory schools for students with intellectual disabilities participated in this study. All had limited reading skills. The test results for phonological awareness, letter-sound knowledge, and speech-sound production had a wide range. The results showed that early literacy skills were moderately and significantly correlated with speech-sound production. After controlling for IQ and age in a regression model, the addition of phonological awareness and letter-sound knowledge explained 29% of the variance in speech-sound production. The results suggest that phonological awareness and letter-sound knowledge is associated with speech-sound production and that these associations are not explained by age or IQ. Further research on this group of students should aim to determine causal relationships, for instance, by investigating early reading intervention and the potential effect on speech-sound production. [ABSTRACT FROM AUTHOR]

Background: Individuals with intellectual disabilities (ID) show difficulties with everyday planning. A tablet-based training program for everyday planning may be a suitable intervention, but its feasibility must be evaluated. This study evaluated how behavior changes during training and if individuals with ID can use technology by themselves. Method: Thirty-three adolescents with ID and 30 younger children with a typical development were recruited. The participants were instructed to train in school for a total of 300 minutes. After the intervention, the participants were matched on mental age (MA). Results: Only 16% of the participants trained for all 300 minutes. Participants in the MA group trained for a longer time than the ID group. Both groups made fewer errors per task at the end compared to the beginning. Individuals with ID started off making less attempts per task and increased their activity during the training. This pattern was not seen in the comparison group. Conclusions: Both groups used the program independently, without adult supervision. However, a large group of participants in the ID group had a low usage time. Thus, the program might not have been feasible for that subgroup. The ID group increased their activity during the training which might mirror a strategy development of how to use the program. The change in behavior in activity on task attempts can be interpreted such that individuals with ID need a longer time to get familiarized with the technology. Tablet-based training programs are feasible for individuals with ID, but it is necessary to follow up on usage time.

In this paper we present experiences from a joint collaborative research project which may be described as an encounter between a school science teaching practice and a university science didactics research practice. We provide narratives which demonstrate how the encounter between these two communities of practice interacted to produce hybridization between the two in terms of mutual influences, resulting in the conceptual and practical development of both communities of practice. We argue that what happened in the project suggests one way of reducing the gap between educational research and teaching through the emergence of practices where the roles of teachers and researchers become blurred.

Background: Despite extensive study, the role of folate in colorectal cancer remains unclear. Research has therefore begun to address the role of other elements of the folate-methionine metabolic cycles. This study investigated factors other than folate involved in one-carbon metabolism, i.e., choline, betaine, dimethylglycine, sarcosine, and methionine and relevant polymorphisms, in relation to the risk of colorectal cancer in a population with low intakes and circulating levels of folate.Methods: This was a prospective case-control study of 613 case subjects and 1,190 matched control subjects nested within the population-based Northern Sweden Health and Disease Study. We estimated odds ratios (OR) by conditional logistic regression, and marginal risk differences with weighted maximum likelihood estimation using incidence data from the study cohort.Results: Higher plasma concentrations of methionine and betaine were associated with modest colorectal cancer risk reductions (OR [95% confidence interval {CI}] for highest versus lowest tertile: 0.76 [0.57, 0.99] and 0.72 [0.55, 0.94], respectively). Estimated marginal risk differences corresponded to approximately 200 fewer colorectal cancer cases per 100,000 individuals on average. We observed no clear associations between choline, dimethylglycine, or sarcosine and colorectal cancer risk. The inverse association of methionine was modified by plasma folate concentrations (OR [95% CI] for highest/lowest versus lowest/lowest tertile of plasma methionine/folate concentrations 0.39 [0.24, 0.64], Pinteraction = 0.06).Conclusions: In this population-based, nested case-control study with a long follow-up time from baseline to diagnosis (median: 8.2 years), higher plasma concentrations of methionine and betaine were associated with lower colorectal cancer risk.See Video Abstract at http://links.lww.com/EDE/B83. [ABSTRACT FROM AUTHOR]

A random sample of non-institutionalized people aged 65 years and over in Ö rebro County, Sweden, were examined radiographically. Periapical conditions and the prevalence and quality of root fillings were evaluated. Approximately every 10th tooth showed radiographic signs of apical periodontitis: more than 1 in 20 teeth not previously root-filled and more than 1 in 4 root-filled teeth. Only 28% of the subjects had no tooth with periapical destruction. In all, 18% of' the teeth were root-filled: 27% of maxillary teeth and 11 % of mandibular teeth. Periapical destructions were less prevalent in people with many remaining teeth and among married people as compared to the rest of the population. Periapical destructions were more common in subjects from "rest of county" as compared to "densely-populated areas". Variations in treatment quality might be One explanation for this difference. The percentage of root fillings classified as "unacceptable" was high (69%). [ABSTRACT FROM AUTHOR]