It is well known that certain cancers have shown clusteringin educational and socioeconomic groups, but recent comprehensive data on clustering by education are limited. We determined standardized incidence ratios (SIRs), adjusted for several variables, for cancer among men and women in six educational groups based on the Swedish Family-Cancer Database. People were identified with a certain educational background in the census of year 1970; the comparison group was the largest group, those with 50%, for stomach cancer in both genders and for cervical and anal cancer in women.
The high prevalence of the major behavioral factors of a risk to health: violation of the study leisure regimen, violation of dietary pattern and quality, low motor activity, smoking, frequent alcohol abuse, drug taste, and deteriorated family microclimate, was revealed in middle and senior schoolchildren from Moscow, Kaliningrad, and Murmansk. Proposals are given to mold healthy lifestyle in adolescents and to optimize their hygienic education at general educational establishments.
Collection of systematic information on education is a long-established practice in Denmark.
We describe the education registers available through Statistics Denmark. In particular, we describe the most widely used register: the Population Education Register (PER).
In 2008, 96% of the Danish population aged 15-69 have non-missing education information in PER. For the immigrant population born in the same cohorts the coverage is 85-90%, which is a high coverage in an international context.
The validity and coverage of the Danish education registers are very high.
Using the Mantel-Haenszel (MH) Procedure, we analyzed data for 7,087 American and 4,022 Russian Grade 8 students from the Third International Mathematics and Science Study (TIMSS) to compare mathematics achievement in the two countries on each of the 124 multiple-choice items. The results of the analyses indicate that the performance of the students on individual multiple-choice mathematics items vary by country. The results also suggest that the relationship between country and item performance differ as a function of content area. A total score of a country's achievement does not provide the whole picture of achievement dynamics; it averages out potentially important information on student achievement and the causes of their performance relative to other countries. The dynamics of achievement across countries will not be revealed unless the analyses are done at the item level.