| 1. |
- Sofrata, Abier H, et al.
(författare)
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Strong antibacterial effect of miswak against oral microorganisms associated with periodontitis and caries.
- 2008
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Ingår i: Journal of periodontology. - : Wiley. - 0022-3492 .- 1943-3670. ; 79:8, s. 1474-9
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The chewing stick (miswak) is used for oral hygiene in many parts of the world. In addition to the mechanical removal of plaque, an antibacterial effect has been postulated; however, tests of miswak extract from Salvadora persica (Arak) disclosed only low to moderate antibacterial effects. This may be attributable to the extraction process. Our aim was to test in vitro the antibacterial effect of miswak pieces, without extraction, on bacteria implicated in the etiology of periodontitis and caries. METHODS: Miswak pieces were standardized by size and weight (0.07 and 0.14 g) and tested against Streptococcus mutans, Lactobacillus acidophilus, Aggregatibacter actinomycetemcomitans (previously Actinobacillus actinomycetemcomitans), Porphyromonas gingivalis, and, as a reference, Haemophilus influenzae. The miswak pieces were tested in two ways: embedded in the agar plate or suspended above the agar plate. RESULTS: The inhibitory effect was most pronounced on P. gingivalis, A. actinomycetemcomitans, and H. influenzae, less on S. mutans, and least on L. acidophilus. Suspended miswak had comparable or stronger effects than miswak embedded in agar. The 0.14-g suspended miswak exhibited significantly greater inhibition on A. actinomycetemcomitans and H. influenzae than the 0.14-g miswak embedded in agar (P<0.01 and P<0.001, respectively). CONCLUSIONS: Miswak embedded in agar or suspended above the agar plate had strong antibacterial effects against all bacteria tested. The antibacterial effect of suspended miswak pieces suggests the presence of volatile active antibacterial compounds.
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| 2. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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“Let’s Keep it Informal, Guys” : a Study of the Effects of Teacher Communicative Strategies on Student Activity and Collaborative Learning in Internet-based English Courses
- 2008
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : The faculty board for teacher education. - 1404-7659. ; 15:2, s. 36-58
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Tidskriftsartikel (refereegranskat)abstract
- The paper explores the quantity and quality of communication produced by teachers in Internet courses of academic English, particularly during the initial stages of course activity. The courses are entirely conducted in virtual learning environments without physical meetings, and are part of the Bachelor programme (A–C level) of English at Mid Sweden University. The pedagogic design of the courses is based on collaborative learning, which presupposes a communicative environment with positive interdependence and interaction, where knowledge is shared by students questioning and challenging each other. Consequently, the teacher’s role in setting communicative norms which encourage an environment of high acceptance, where students feel that they can express their opinions freely, is of utmost importance. The results suggest that there are two important factors that affect student activity in the initial stages of an online course: how much the teacher communicates with the class and the manner in which he or she does so.
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| 3. |
- Benzein, Eva, et al.
(författare)
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Families' importance in nursing care : nurses' attitudes - an instrument development
- 2008
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Ingår i: Journal of Family Nursing. - Thousand Oaks : Sage Publications. - 1074-8407 .- 1552-549X. ; 14:1, s. 97-117
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Tidskriftsartikel (refereegranskat)abstract
- This article describes the development and testing of a research instrument, Families' Importance in Nursing Care-Nurses' Attitudes (FINC-NA), designed to measure nurses' attitudes about the importance of involving families in nursing care. The instrument was inductively developed from a literature review and tested with a sample of Swedish nurses. An item-total correlation and a first principal component analysis were used to validate the final instrument, including a second principal component analysis to analyze dimensionality, and Cronbach's alpha was used to estimate internal consistency. The instrument consists of 26 items and reveals four factors: families as a resource in nursing care, family as a conversational partner, family as a burden, and family as its own resource. Cronbach's alpha was 0.88 for the total instrument and 0.69 to 0.80 for the subscales. The instrument requires further testing with other nurse populations.
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| 4. |
- Droppe, Adam, 1969-
(författare)
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Kategoriseringssjuka
- 2008
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Annan publikation (populärvet., debatt m.m.)
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| 5. |
- Gustavsson, Laila, 1947-
(författare)
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Att bli bättre lärare : hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports results from a study that focuses on teachers’ professional development during an in-service training period. The aim is to analyse and describe how the teachers talk about and handle lesson content. The first question concerns changes in relation to a specific object of learning. The second question concerns how they relate to a theoretical framework and the third question concerns differences in the students’ learning outcome and if it can be understood in relation to the teachers’ development. The variation theory is the theoretical framework that is used for lesson planning as well as when analysing results. The basis of the study is that learning always is the learning of something and that the teachers’ activity as well as the students’ activity constitutes the space of variation that decides what is possible to learn concerning a delimited object of learning, i.e. the enacted object of learning. The object of learning is seen as a capability and it can be defined by its critical features. The constitution of the meaning aimed for the critical features of the object must be discerned. The intentional object of learning describes the teachers’ intention with the lesson, and the lived object of learning is what the students really discerned. The theoretical assumption is that learning always assumes an experienced variation where learning is seen as a change in the learners’ possibility to experience the world in a certain way. You have to have experienced a phenomenon’s variation to understand its meaning, i.e. what we experience is how something differs from something else. The method is Learning study and it can be described as a hybrid of the Japanese Lesson study and Design experiment. A Learning study is theoretically grounded and the primary focus is on an object of learning. The learning study group consisted of three teachers and most often two researchers. Each member had equal status in the group. The object of learning seen from the teachers’ perspective was the variation theory that was gradually introduced by the researchers. The empirical material was generated from audio-taped discussions and from videotaped lessons. The findings should be seen as a contribution to the discussion about teachers’ professional development. The teachers participated in a collective construction of professional knowledge and it can be stated that the teachers had no problem changing their discussions to focus on a specific object of learning when the theoretical framework was used in relation to their own practices. Another finding is that the change in how the teachers handled the object of learning influenced the students’ learning in a positive way although the results were subtle.
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| 6. |
- Droppe, Adam
(författare)
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Kategoriseringssjuka
- 2008
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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