Martin D. Munk

Difficulties in avoiding exposure to allergens in cosmetics

The aim of the study is to describe the ability of patients with allergic contact dermatitis to avoid exposure to allergens in cosmetics. The study is a questionnaire survey among 382 patients with contact allergy to preservatives and fragrances, included from 3 dermatological clinics. The questionnaire included questions about the level of difficulty in reading labels of ingredients on cosmetics and about patients’ strategies to avoid substances they were allergic to. It also included questions about eczema severity as well as about educational level. 46% of the patients found it difficult or extremely difficult to read the ingredient labelling of cosmetics, and this finding was significantly related to low educational level. Patients allergic to formaldehyde and methyldibromo glutaronitrile experienced the worst difficulties, while patients with fragrance allergy found ingredient label reading easier than patients with preservative allergy. Reading of ingredient labels is a major problem for patients with contact allergy to allergens in consumer products. It is a general problem for all patients and not restricted to a small group with multiple allergies.

A Very Economic Elite: The Case of the Danish Top CEOs

Although the business elites in western societies have a very privileged social background in common, there are substantial differences in the reproduction mechanisms and social trajectories leading to a position within this elite group. These differences are explored by comparing the career paths of the top 100 CEOs in Britain, France, Germany and Denmark. In France and Britain, this reproduction is mediated through degrees from elite universities. In Germany, the principle of admission is the incorporated cultural capital acquired through an exclusive bourgeois origin combined with any university degree. Elite universities also hold little importance for Danish top CEOs, partly due to the institutions’ historic decline; instead, reproduction is mediated through time spent in the economic field, placing the case of the Danish CEOs between that of their British and German counterparts. Specific trajectories of Danish executives, in particular sales people, are identified using Multiple Correspondence Analysis and cluster analysis.

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

This article studies the educational strategies adopted by university students from different class backgrounds in a Scandinavian welfare regime. Studies show distinct differences among classes relating to economic considerations, risk-averse behavior, and patterns of socialization among university students. We investigate these differences through qualitative interviews with 60 students from six programs. We ask how and to what extent Danish students’ choice of program and their educational strategies, attitudes, and behaviors are class related. We find that strategies are class based, but Danish working-class students do not refer to their class cultural background or to a collective working-class identity as either an asset or a challenge. Furthermore, financial constraints are not perceived as affecting their choice of higher education.

Use of complementary and alternative treatment for allergic contact dermatitis

Background  Previous studies show that use of complementary and alternative medicine (CAM) is frequent among dermatological patients in general and that the use of CAM is linked to disease severity and duration.

Completion of Upper Secondary Education: What Mechanisms Are at Stake?

The purpose of this chapter is to reveal explanations for completing upper secondary education. Focus is on the mechanisms that drive attainment of upper secondary education. I analyze the relative contributions of different factors measured by the relative increases in the log likelihood function. I also investigate the importance of characteristics other than the traditional variables, such as fathers’ and mothers’ occupations, their education, and household income, often applied in studies of educational attainment. I used a recent 1984 cohort database with information about educational completion and an informative set of measurements on noncognitive capacities, parental cultural capital, cultural capital, reading score, several school-related variables, and a rich set of family background variables. Attainment of upper secondary education was analyzed by a multinomial logit model, showing that characteristics other than the traditional variables all have significant importance. The analysis clearly depicted that the social position and educational levels of both parents remain important in determining whether the child embarks on completing an upper secondary education. Additionally, noncognitive dispositions show to be very important in explaining educational attainment, even when controlling for family background and refined cultural capital variables. Therefore, society should direct more efforts towards establishing childrens cognitive and noncognitive skills and their ability to focus on schoolwork along with building their beliefs. Parents should be involved in a more content-sensitive sense when raising their children.

Field Theory in Cultural Capital Studies of Educational Attainment.

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years; and a theoretical problem, since cultural capital is seen as a simple hypothesis about certain isolated individual resources, disregarding the structural vision and important related concepts such as field in Bourdieu’s sociology. We (re-)emphasize the role of field theory in cultural capital research in education, taking into consideration current concerns in international quantitative research.

What Do Test Score Really Mean? A Latent Class Analysis of Danish Test Score Performance

Latent class Poisson count models are used to analyse a sample of Danish test score results from a cohort of individuals born in 1954–1955, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores measure manifest or measured ability as it has evolved over the life of the respondent and is, thus, more a product of the socioeconomic status of the parents and the human capital formation process than some latent or fundamental measure of pure cognitive ability. We find that variables which are not closely associated with traditional notions of intelligence explain a significant proportion of the variation in test scores. This adds to the complexity of interpreting test scores and suggests that school culture and possible incentive problems make it more difficult to understand what the tests measure.

The Same Old Story? Reconversions of Educational Capital in the Welfare State

In recent years among politicians, policy-makers, and researchers there has been a progressively stronger focus upon the future role of education as a key factor in coping with fast changing ‚globalised‘ labour markets in which competitiveness is more crucial. This article outlines aspects of the links between the system of education in Denmark and social position (work) for different birth cohorts, seen in the light of an expanded educational system, focusing on inequality and policy. The analysis is based upon a theoretical framework in which the concept of social space is central (cf. Bourdieu 1979). This space is differentiated by at least two forms of capital, cultural and economic, and is additionally structured by other forms of capital like work experience. But also welfare systems and labour market trends (unemployment rates) make a difference.

Horizontal Stratification in Access to Danish University Programmes

In this paper, we use register data to examine horizontal stratification within university institutions and university fields of study in Denmark, a country that has experienced a reduction of the social class gap in access to higher education. First, we argue that it is important to use a relatively detailed classification of parents’ occupations to determine how students are endowed with different forms of capital, even when their parents would typically be characterised as belonging to the same social group. Second, we distinguish among disciplines and among university institutions to explain the dynamics of horizontal stratification in the Danish university system. Using unique and exhaustive register data, including all higher education institutions and the entire 1984 cohort as of the age of 24, we uncover distinct differences in the magnitude and type of horizontal stratification in different fields of study and university institutions. Most importantly, we find distinct patterns of horizontal stratification by field of study and parental occupation that would have remained hidden had we used more aggregated classifications for field of study and social origin.

Regler, tale og praktikker i cykelsporten

Artiklen er et teoretisk bidrag til, hvor og hvordan den humanistike videnskab kan bidrage til idraetsanalyser.