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Artiklen sætter fokus på, hvordan studerende oplever og håndterer uddannelsesforløb, som i såvel uddannelse af dyrlæger som sygeplejersker præges af en markant travlhed. Artiklen baseres på langvarige feltarbejder, der gennem observationer, interviews og videodagbøger har kortlagt det studiemæssige hverdagsliv og fastholdt de professionsstuderendes egne beretninger og iværksatte strategier. De empiriske analyser henter inspiration fra de uddannelsesetnografiske forskningstraditioner, og det gennemgående begreb om gøremålstravlhed henviser såvel til omsorgsfilosofiske udspring, som til uddannelses-og sundhedssociologiske rammesætninger. Artiklen peger i forlængelse heraf på et nødvendigt opgør med travlhedens konsekvenser i det danske uddannelsessystem.

Background: Flexible assertive community treatment (FACT) is a community-based treatment model for patients with severe mental illness that has been widely implemented despite little evidence for its effectiveness. We aimed to evaluate the effect of FACT on mental health care outcomes compared with treatment from standard community mental health teams (CMHTs) or assertive community treatment (ACT) teams in Denmark. Methods: We did a quasi-experimental, propensity-score matched, controlled study in five FACT teams, four ACT teams, and five CMHTs in the Capital Region of Denmark. The FACT teams were established on May 1, 2016 (the index date). Patients were identified through the Danish Psychiatric Register and the study population consisted of all patients receiving care from any of these teams on the index date. Assignment to treatment was based on administrative considerations and was not done by the researchers. Patient data were collected from Danish registers. The primary outcome was analysed in the intention-to-treat population and compared mental health care outcomes (psychiatric admissions and bed days, outpatient contacts, self-harm, coercion, and death by any cause) for patients under the care of CMHTs or ACT teams that were reconfigured to FACT teams (CMHT–FACT or ACT–FACT) with patients who remained under the care of CMHTs and ACT teams. Patients who received FACT were matched using propensity scores with control patients from CMHTs and ACT teams to balance differences in baseline characteristics. Findings: On May 1, 2016, 2034 individuals (887 in the CMHT–FACT group, 887 in the matched CMHT group, 130 in the ACT–FACT group, 130 in the matched ACT group) were enrolled and were followed up from Nov 1, 2016, to Nov 1, 2018. The number of outpatient contacts was higher for patients receiving FACT than for those in the control groups (CMHT–FACT vs CMHT: incidence rate ratio 1·15; 95 % CI 1·10–1·20; ACT–FACT vs ACT: 1·15; 1·03–1·29). Patients receiving FACT

Despite being in a geographical area abundant of rune stones, there are few found in the Stockholm archipelago. This paper explores these stones and why this is by examining the preserved rune stones in two archipelago municipals; Vaxholm and Österåker, their locations and who placed the stones there.

Antiviral strategies to inhibit Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV2) and the pathogenic consequences of COVID-19 are urgently required. Here, we demonstrate that the NRF2 antioxidant gene expression pathway is suppressed in biopsies obtained from COVID-19 patients. Further, we uncover that NRF2 agonists 4-octyl-itaconate (4-OI) and the clinically approved dimethyl fumarate (DMF) induce a cellular antiviral program that potently inhibits replication of SARS-CoV2 across cell lines. The inhibitory effect of 4-OI and DMF extends to the replication of several other pathogenic viruses including Herpes Simplex Virus-1 and-2, Vaccinia virus, and Zika virus through a type I interferon (IFN)-independent mechanism. In addition, 4-OI and DMF limit host inflammatory responses to SARS-CoV2 infection associated with airway COVID-19 pathology. In conclusion, NRF2 agonists 4-OI and DMF induce a distinct IFN-independent antiviral program that is broadly effective in limiting virus replication and in suppressing the pro-inflammatory responses of human pathogenic viruses, including SARS-CoV2.

A growing interest in the use of digital game-based learning has been identified in veterinary education. Projects in the development of veterinary game-based environments and scenarios are mostly initiated by veterinary institutions, faculties, or instructors; however, the process of development is complex and often involves expertise from a variety of disciplines. In the collaboration between professionals, discussions often arise about content, and how specific elements should be implemented or edited. As discussions are based on the individual experts’ varied disciplines, it can be difficult to achieve a common language, and this leads to blockage and frustration in the development process. In 2012, the University of Copenhagen launched a project on digital game-based learning aimed at veterinary and agriculture students. The overall goal was to develop learning games for herd health management in pig production. The project was carried out in a collaboration between professional game developers, educational/didactic experts, and veterinarians. From early in the process, we identified a need to communicate across disciplines. Therefore, the framework of the Serious Game Development Triangle (SDT) was developed as a tool to facilitate a common language for solving complex issues. The SDT consists of three orientations: games, school, and professionalism. These three orientations are topics that are required considerations when developing a serious game that seeks to teach skills for a specific profession. The SDT contributed to improved understanding across disciplines and made the development process more progressive