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Caroline Girestam Croonquist,1,2 Jesper Dalum,3 Pia Skott,1,2 Petteri Sjögren,4 Inger Wårdh,2,3 Elisabeth Morén3 1Folktandvården Stockholm AB, Stockholm, Sweden; 2Academic Centre Of Geriatric Dentistry, Stockholm, Sweden; 3Department Of Dental Medicine, Karolinska Institutet, Huddinge, Sweden; 4Oral Care AB, Stockholm, SwedenCorrespondence: Elisabeth Morén Department Of Dental MedicineKarolinska Institutet, Box 4064, Huddinge 141 04, SwedenTel +46 70 165 88 03Email elisabeth.moren@ki.sePurpose: The primary aim was to describe the effects for nursing home residents of monthly professional cleaning and individual oral hygiene instruction provided by registered dental hygienists (RDHs), in comparison with daily oral care as usual. The secondary aim was to study the knowledge and attitudes among nursing staff regarding oral health care and needs.Patients and Methods: In this randomised controlled trial (RCT), 146 residents were recruited from nine nursing homes in Regions of Stockholm and Sörmland and were randomly assigned (on nursing home level) to either intervention group (I; n=72) or control group (C; n=74). Group I received monthly professional cleaning, individual oral hygiene instructions and information given by an RDH. Group C proceeded with daily oral care as usual (self-performed or nursing staff-assisted). Oral health-related data was registered with the mucosal-plaque score index (MPS), the modified sulcus bleeding index (MSB), and root caries. The nursing staff’s attitudes and knowledge were analysed at baseline and at six-month follow-up. Statistical analysis was performed by Fisher’s exact test and two-way variance analysis (ANOVA).Results: Improvements were seen in both Group I and Group C concerning MPS, MSB and active root caries. The nursing staff working with participants in Group I showed significant improvements regarding the Nursing Dental Coping Beliefs Scale (DCBS) in two of four dimensions, oral health care beliefs (p=0.0331) and external locus of control (p=0.0017) compared with those working with Group C. The knowledge-based questionnaire showed improvement (p=0.05) in Group I compared with Group C.Conclusion: Monthly professional oral care, combined with individual oral health care instructions, seems to improve oral hygiene and may reduce root caries among nursing home residents. This may also contribute to a more positive attitude regarding oral hygiene measures among nursing home staff, as compared with daily oral care as usual.Keywords: aged, residential facilities, nursing staff, dental care, attitude of health personnel, oral health

The study's purpose was to describe the competence in well-being at work of social and health care educators and the factors influencing it. Cross-sectional study. Data were collected using a questionnaire from social and health care educators (n=243) working at ten randomly selected educational organizations. K-means clustering was used to identify three distinct educator profiles. Educators belonging to profiles 1 and 2 exhibited low competence in managing work wellbeing. All profiles exhibited intermediate competence in promoting work wellbeing. Competence in appreciating the work of educators was either intermediate or high in all three profiles. Managers working in educational organizations need to ensure and support educators' well-being.

Chronic dysregulation of microglial phenotypic balance contributes to prolonged neuroinflammation and neurotoxicity, which is a hallmark of neurodegenerative diseases. Thus, targeting microglial inflammatory signaling represents a promising therapeutic strategy for neurodegenerative diseases. Regulator of G protein Signaling 10 (RGS10) is highly expressed in microglia, where it suppresses pro-inflammatory signaling. However, RGS10 is silenced following microglial activation, augmenting inflammatory responses. While modulating RGS10 expression is a promising strategy to suppress pro-inflammatory microglial activation, no chemical tools with this ability exist. We developed a phenotypic high-throughput assay to screen for compounds with the ability to reverse interferon-γ (IFNγ)-induced RGS10 silencing in BV-2 cells. Identified hits had no effect on RGS10 expression in the absence of stimulus or in response to lipopolysaccharide (LPS). Furthermore, the hits reversed some of the inflammatory gene expression induced by IFNγ. This is the first demonstration of the potential for small molecule intervention to modulate the RGS10 expression in microglia.

The Holocene (beginning around 12,000 years ago) encompassed some of the most significant changes in human evolution, with far-reaching consequences for the dietary, physical and mental health of present-day populations. Using a dataset of more than 1,600 imputed ancient genomes1, we modelled the selection landscape during the transition from hunting and gathering, to farming and pastoralism across West Eurasia. We identify key selection signals related to metabolism, including that selection at the FADS cluster began earlier than previously reported and that selection near the LCT locus predates the emergence of the lactase persistence allele by thousands of years. We also find strong selection in the HLA region, possibly due to increased exposure to pathogens during the Bronze Age. Using ancient individuals to infer local ancestry tracts in over 400,000 samples from the UK Biobank, we identify widespread differences in the distribution of Mesolithic, Neolithic and Bronze Age ancestries across Eurasia. By calculating ancestry-specific polygenic risk scores, we show that height differences between Northern and Southern Europe are associated with differential Steppe ancestry, rather than selection, and that risk alleles for mood-related phenotypes are enriched for Neolithic farmer ancestry, whereas risk alleles for diabetes and Alzheimer's disease are enriched for Western hunter-gatherer ancestry. Our results indicate that ancient selection and migration were large contributors to the distribution of phenotypic diversity in present-day Europeans.

Major migration events in Holocene Eurasia have been characterized genetically at broad regional scales1-4. However, insights into the population dynamics in the contact zones are hampered by a lack of ancient genomic data sampled at high spatiotemporal resolution5-7. Here, to address this, we analysed shotgun-sequenced genomes from 100 skeletons spanning 7,300 years of the Mesolithic period, Neolithic period and Early Bronze Age in Denmark and integrated these with proxies for diet (13C and 15N content), mobility (87Sr/86Sr ratio) and vegetation cover (pollen). We observe that Danish Mesolithic individuals of the Maglemose, Kongemose and Ertebølle cultures form a distinct genetic cluster related to other Western European hunter-gatherers. Despite shifts in material culture they displayed genetic homogeneity from around 10,500 to 5,900 calibrated years before present, when Neolithic farmers with Anatolian-derived ancestry arrived. Although the Neolithic transition was delayed by more than a millennium relative to Central Europe, it was very abrupt and resulted in a population turnover with limited genetic contribution from local hunter-gatherers. The succeeding Neolithic population, associated with the Funnel Beaker culture, persisted for only about 1,000 years before immigrants with eastern Steppe-derived ancestry arrived. This second and equally rapid population replacement gave rise to the Single Grave culture with an ancestry profile more similar to present-day Danes. In our multiproxy dataset, these major demographic events are manifested as parallel shifts in genotype, phenotype, diet and land use.

Western Eurasia witnessed several large-scale human migrations during the Holocene1-5. Here, to investigate the cross-continental effects of these migrations, we shotgun-sequenced 317 genomes-mainly from the Mesolithic and Neolithic periods-from across northern and western Eurasia. These were imputed alongside published data to obtain diploid genotypes from more than 1,600 ancient humans. Our analyses revealed a 'great divide' genomic boundary extending from the Black Sea to the Baltic. Mesolithic hunter-gatherers were highly genetically differentiated east and west of this zone, and the effect of the neolithization was equally disparate. Large-scale ancestry shifts occurred in the west as farming was introduced, including near-total replacement of hunter-gatherers in many areas, whereas no substantial ancestry shifts happened east of the zone during the same period. Similarly, relatedness decreased in the west from the Neolithic transition onwards, whereas, east of the Urals, relatedness remained high until around 4,000 BP, consistent with the persistence of localized groups of hunter-gatherers. The boundary dissolved when Yamnaya-related ancestry spread across western Eurasia around 5,000 BP, resulting in a second major turnover that reached most parts of Europe within a 1,000-year span. The genetic origin and fate of the Yamnaya have remained elusive, but we show that hunter-gatherers from the Middle Don region contributed ancestry to them. Yamnaya groups later admixed with individuals associated with the Globular Amphora culture before expanding into Europe. Similar turnovers occurred in western Siberia, where we report new genomic data from a 'Neolithic steppe' cline spanning the Siberian forest steppe to Lake Baikal. These prehistoric migrations had profound and lasting effects on the genetic diversity of Eurasian populations.

Based on arguments about the need for greater individual freedom, school choice was introduced in Sweden in the 1990s. Swedish municipalities now set up local school choice systems, whose organization varies between municipalities. This study is based on interviews with three politicians and two civil servants from two average-sized municipalities with different school choice system designs and different political majorities. The aim of this study is to analyze how representatives of Swedish municipalities conceptualize their role and responsibility in relation to the role of parents in school choice systems, with a focus on school choice from pre-school to first grade. The analysis is focused on those instances in which parents fail to act as the design intended in the school choice system. The analysis shows that parents trouble the local school choice systems by both being passive and active when they are encouraged to make a choice.

An educator's competence influences the implementation of evidence-based education and the overall quality of social and health care. This study aimed to identify distinct competence profiles from Finnish social, health and rehabilitative care educators, as well as describe which personal and professional characteristics influenced belonging to a certain profile. Data were collected from 28 educational organizations located throughout Finland using the Health and Social Care Educators' Competence instrument. The survey was answered by 422 educators. The performed K-means cluster analysis identified three distinct educator competence profiles, which differed in terms of self-assessed expertise in various competence areas and certain background characteristics. The results highlight that educational institutions should concentrate on refining the digital competence of educators, which requires networking, collaboration, and work-related pedagogical competence. The differences in evaluation identified for the three profiles demonstrates that more experienced educators should mentor their less experienced counterparts to ensure a high quality of education.

The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the fourth (M[subscript age] = 10.56), fifth (M[subscript age] = 11.55), and/or sixth grades (M[subscript age] = 12.58). Both traditional and random intercept cross-lagged panel models revealed a reciprocal relationship between pro-aggressive bystanding and diffusion of responsibility from the fourth to fifth grades, whereas the only significant cross-lagged path from the fifth to sixth grades was from pro-aggression to diffusion of responsibility in the traditional cross-lagged panel model. Thus, this study provides evidence for bidirectional longitudinal associations between diffusion of responsibility and pro-aggressive bystander behavior but did not support a full cross-lagged bidirectional model.

Teachers have a major impact on students' social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical, and relational). The links might be reciprocal but further studies are needed to investigate the directionality. Therefore, this study aimed to examine the longitudinal associations between student-teacher relationship quality and two forms of bullying victimization, namely verbal and relational victimization. Three waves of data from 1885 Swedish fourth- through sixth-grade students were analyzed with cross-lagged panel models. The findings showed that the student-teacher relationship quality predicted and was predicted by verbal and relational victimization. Our findings thus underscore the importance of striving for caring, warm, supportive, and respectful student-teacher relationships as a component of schools' prevention efforts.

The aim of the current study was to examine whether students' perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in 277 classes and 27 schools. At the individual-level, girls and students who perceived greater teacher support than their classmates were victimized less often by their peers. In addition, students in schools with classes characterized by greater cooperation, cohesion, working atmosphere and respect toward their teachers tended to score lower on peer victimization. Within schools, students belonging to classes with a more well-functioning class climate than what was average in the school, and students belonging to classes that scored their teacher as more caring, fair and respectful compared to other classes in the school, were less likely to be targets of peer victimization.

Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self-efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted in a limited understanding of how these relationships develop over time. This five-wave longitudinal study involving 2507 Swedish students addressed this gap by examining longitudinal associations of defender self-efficacy with defending and passive bystanding. Participating students answered a self-report questionnaire once a year, from fourth to eighth grade. Our findings provide partial evidence for reciprocal associations among the variables. Moreover, there were more significant associations in the traditional than in the random intercept model, thus favoring between-person interpretations of the longitudinal associations. The findings highlight the importance of understanding the link between defender self-efficacy and bystander behavior of peer victimization, and that schools in their efforts in preventing school violence and bullying support students in increasing their defender self-efficacy and capacity in defending.

This literature review describes and analyses 19 peer-reviewed scholarly articles published between 2015 and 2020 that focus on the notion of the Anthropocene in early childhood education. The review is guided by two pairs of analytical concepts stemming from environmental history and the sociology of childhood. The results of the analyses are presented under the themes 'entangled children of the Anthropocene' and 'extraordinary children of the Anthropocene'. These two categories of children recur in the reviewed articles, and a discussion follows about how these children pose different challenges to the purpose of education in the Anthropocene. The review concludes by noting research gaps in the current literature that would benefit from further analysis in future studies in the early childhood education field.

This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in individual and collective MD from seventh to eighth grade were associated with concomitant changes in individual-level bullying perpetration. In this short-term longitudinal study, 1232 students from 96 lower secondary classrooms answered a web-based questionnaire on tablets during school, once in seventh grade and once in eighth grade. According to the findings, and in line with the study's hypotheses, students who scored higher in individual MD in seventh grade and students who belonged to classrooms with higher levels of collective MD in seventh grade were more inclined to engage in bullying perpetration across seventh and eighth grade. In addition, students who increased in individual MD or belonged to classrooms that increased in collective MD from seventh to eighth grade reported increased levels of bullying perpetration. In contrast, students who decreased in individual MD and who belonged to classrooms that decreased in collective MD declined in their levels of bullying perpetration from seventh to eighth grade.