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This ethnographic study investigates cooperation between homes and schools in a Danish context from the perspective of 'ethnic minority fathers'. I analyse how experiences of an 'implicit' mistrust can make ethnic minority fathers reluctant to cooperate with child institutions such as schools. It is argued that this mistrust is related to a hegemonic negative image of these fathers as oppressive, aggressive, and/or absent and careless. To conceptualize this mistrust, I argue for the concept of 'mistrusted masculinity'. The analysis directs attention to the rhythms of the fathers' everyday lives, offering examples of how the absence of some ethnic minority fathers in home-school cooperation may be explained by long working hours and 'constraining jobs'. The research found that a 'new role of the father' is evident in the behaviours and attitudes of both 'native Danish fathers' and ethnic minority fathers.

Objective: This review evaluates the effectiveness of Active Labour Market Programme (ALMP) participation on employment status for unemployment insurance recipients. Methods and Analysis: We followed Campbell Collaboration guidelines to conduct a systematic review. Results: A total of 73 studies met the inclusion criteria and were critically appraised by the review authors. The available evidence suggests that there is a general effect of participating in ALMP. The findings are mixed, however, depending on the approach used to investigate the effect, with no effect found of being assigned to ALMP participation at a particular "moment". Authors' Conclusions: The available evidence does suggest that there is an effect of participating in ALMP, but the effect is small and we found no effect of being assigned to ALMP participation at a particular moment.

Objectives: This review evaluates the evidence on the effects of functional family therapy (FFT) on drug abuse reduction for young people in treatment for nonopioid drug use. Data and Analysis: We followed Campbell Collaboration guidelines to conduct a systematic review of randomized and nonrandomized trials. Results: The search yielded two studies that met inclusion criteria. Only one study provided numerical results on the effect of FFT on drug use reduction. Conclusions: There is insufficient evidence to allow any conclusion to be drawn on the effect of FFT for young people in treatment for nonopioid drug use. There is a need for more research and particularly for more methodologically rigorous studies in the field of treatment for young drug users.

Purpose: This review evaluates the evidence of the effects of multidimensional family therapy (MDFT) on drug use reduction in young people for the treatment of nonopioid drug use. Method: We followed Campbell Collaboration guidelines to conduct a systematic review of randomized and nonrandomized trials. Meta-analytic methods were used to quantitatively synthesize study results. Results: The search yielded five studies that met inclusion criteria. MDFT was found to be more effective than other treatments on drug abuse problem severity and drug use frequency in the short run but not in the long run and demonstrated positive effects on treatment retention compared to control conditions. Discussion: While additional research is needed, the review offers support for MDFT as a treatment to young nonopioid drug abusers. The number of studies included in this review was limited, however, and this should be considered when interpreting the results.

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.

Adult intestinal stem cells are located at the bottom of crypts of Lieberkühn, where they express markers such as LGR5.sup.1,2 and fuel the constant replenishment of the intestinal epithelium.sup.1. Although fetal LGR5-expressing cells can give rise to adult intestinal stem cells.sup.3,4, it remains unclear whether this population in the patterned epithelium represents unique intestinal stem-cell precursors. Here we show, using unbiased quantitative lineage-tracing approaches, biophysical modelling and intestinal transplantation, that all cells of the mouse intestinal epithelium--irrespective of their location and pattern of LGR5 expression in the fetal gut tube--contribute actively to the adult intestinal stem cell pool. Using 3D imaging, we find that during fetal development the villus undergoes gross remodelling and fission. This brings epithelial cells from the non-proliferative villus into the proliferative intervillus region, which enables them to contribute to the adult stem-cell niche. Our results demonstrate that large-scale remodelling of the intestinal wall and cell-fate specification are closely linked. Moreover, these findings provide a direct link between the observed plasticity and cellular reprogramming of differentiating cells in adult tissues following damage.sup.5-9, revealing that stem-cell identity is an induced rather than a hardwired property. Lineage tracing, biophysical modelling and intestinal transplantation approaches are used to demonstrate that, in the mouse fetal intestinal epithelium, cells are highly plastic with respect to cellular identity and, independent of LGR5 expression and cell position, can contribute to the adult stem cell compartment., Author(s): Jordi Guiu [sup.1] , Edouard Hannezo [sup.2] [sup.3] , Shiro Yui [sup.1] [sup.13] , Samuel Demharter [sup.1] , Svetlana Ulyanchenko [sup.1] , Martti Maimets [sup.1] , Anne Jørgensen [sup.4] [...]

The objective of this review is to assess the effectiveness of interventions aimed at students with or at-risk of academic difficulties in grades K to 6 for increasing academic abilities and enhancing educational outcomes, as measured by standardised tests in reading and mathematics. The analysis will centre on the comparative effectiveness of different types of interventions in an attempt to identify those intervention components that have the largest and most reliable effects on academic outcomes as measured by standardised test scores. In addition, evidence of differential effects for students with different characteristics will be explored, e.g., in relation to age or grade, gender, and socioeconomic status. We will also examine moderators related to study design, measurement of effect sizes, and the dosage and delivery of interventions. The review aims to provide policy makers and educational decision-makers at all levels -- from governments to teachers -- with evidence of the effectiveness of interventions aimed to improve the results of students with or at-risk of academic difficulties.

The objective of this review is to assess the effectiveness of interventions aimed at students with or at-risk of academic difficulties in grades 7 to 12 for increasing academic abilities and enhancing educational outcomes, as measured by standardised tests in reading and mathematics. The analysis will centre on the comparative effectiveness of different types of interventions in an attempt to identify those intervention components that have the largest and most reliable effects on academic outcomes as measured by standardised test scores. In addition, evidence of differential effects for students with different characteristics will be explored, e.g., in relation to age or grade, gender, and socioeconomic status. The review will also examine moderators related to study design, measurement of effect sizes, and the dosage and delivery of interventions. The review aims to provide policy makers and educational decision-makers at all levels -- from governments to teachers -- with evidence of the effectiveness of interventions aimed to improve the results of students with or at-risk of academic difficulties.