| 1. |
|
|
| 2. |
|
|
| 3. |
- Abbas, Abdul-Karim, 1959
(författare)
-
Evidence based medicine: a critical inquiry. Seminar Lecture
- 2010
-
Ingår i: The 5th Annual Meeting of International Iraqi Medical Association, April 1-3, 2010, Sharjah, UAE.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Evidence-based medicine and practice (EBM/EBP) have since their inception in the early 1990s had widespread impact on the teaching and practice of medicine and health care. While the western societies are becoming more postmodernist, the medical system remains increasingly modernist in its outlook, this may make it increasingly irrelevant to the needs of a changing society. However, criticism is essentially a changing process of our realities. Hence, the prominence given to EBM can not be seen as a solely attempt to reassert modernism within the field, but as an improved paradigm reviewing itself in lights of challenges it faces. Relevant to my topic here is that the debate, which took sometimes, unfortunately, metaphorical and aggressive directions, has contributing effect on both the EBM and its critics moderating both methodologies and epistemes especially the introducing of other kinds of researches, than randomized controlled trails (RCT), systematic reviews or meta-analysis of RCTs, like user-led research and qualitative researches which focus on personal experience of both the patient and clinician. In the developing countries there are many challenges, whether technical, social or epistemological, facing practicing and using them. Although few Arab countries have recently developed either centers or associations for EBM, Iraq still lacks such kind of practice. Presenting an outlook of EMB from within the current intellectual debate and examining the environment and essential aspects of this debate between the EMB and its postmodernist critics might be helpful in not a merely dogmatic promotion of its practice nor a blind call for adopting and applying its guidelines and techniques but in enforcing the discussion and dialogue between the current disputable paradigms in the one hand and improve the possibilities and resources to use it as the “best” paradigm in medical practices and education. A conclusion has drawn on here that EBM paradigm does not only improve the decision-making in health services and provides a serious attempt to invent a new language that might reunite the Babel of doctors and patients, managers and consumers, but also it understands medical care in both the closed and open systems. Epistemological, methodological, ethical and social questions about the patient/subject are addressed here aiming to encourage the health and educational authorities in Iraq to take this paradigm seriously and introduce it in their future programs.
|
|
| 4. |
- Abbas, Abdul-Karim, 1959, et al.
(författare)
-
Long-term potentiation and insult conditioning in hippocampal slices from young rats: a role for protein synthesis under chemical stress?
- 2010
-
Ingår i: The 10th Biennial Meeting of the Asia-Pacific Society for Neurochemistry (APSN), October 17-20, 2010, Phuket, Thailand.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We have previously demonstrated that in young rats (12-20-day-old) a sustained long-term potentiation (LTP) can still be induced under conditions of protein synthesis inhibition. It was therefore suggested that sufficient and necessary proteins were already available at the induction time to accomplish LTP maintenance for several hours. Against this background, we have questioned whether hippocampal slices subjected to certain insult conditions might be more sensitive to protein synthesis inhibitors. High K+ concentration has previously been reported to cause an amnesic effect in vivo as well as increasing protein turnover in vitro. We have here employed a K+ insult model under conditions when protein synthesis was inhibited. Recordings were obtained from hippocampal slices for up to 9 h, with or without a cocktail of protein synthesis inhibitors, containing cycloheximide (60 µM) and anisomycin (25 µM). High potassium (50 mM) was transiently applied (5-15 min) shortly after inducing LTP in one of two separate pathways stimulated alternatively. Additionally, an NMDA-receptor antagonist AP5 was supplied after LTP induction to minimize effects related to depolarization-induced glutamate release. Following elimination of all responses for about 30 min, both test and control responses partly recovered. The degree of remaining LTP, defined as test/control ratio, was reduced in both groups of slices (NMDA-independent depotentiation) but was significantly smaller in the drug-treated ones. We are also running an insult model based on oxidative stress, applying hydrogen peroxide (4-5 mM) before or after LTP induction; however, the results are still insufficient for a final conclusion. The potency of cycloheximide, anisomycin or cocktail of the drugs was verified by measurement of incorporation of [3H]-leucine into trichloracetic acid (TCA) precipitable macromolecules. Cycloheximide, anisomycin or cocktail, at concentrations used here caused 95%, 97% and 95% blocking effect, respectively. Our data confirm the idea that sufficient and necessary constitutive proteins are available in the young hippocampus to maintain LTP under conditions of protein synthesis inhibition. They also reveal that LTP in slices subjected to certain insult conditions early after the induction is sensitive to protein synthesis inhibition, probably due to increase in constitutive proteins turnover.
|
|
| 5. |
- Abraham, Getahun Yacob
(författare)
-
Education for Democracy? : Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.
|
|
| 6. |
- Abrahamsson, Hans, 1949, et al.
(författare)
-
Försvagad biståndsvilja
- 2010
-
Ingår i: i Holmberg, Sören och Weibull, Lennart red. Nordiskt ljus. SOM-rapport 50. Göteborgs universitet: SOM-institutet..
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Adolfsson, Petra, 1970, et al.
(författare)
-
GPMS Proceedings 2009, Del 1
- 2010
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta proceedings innehåller bidrag som presenterades vid konferensen GPMS, Göteborg Public Management Seminar, i november 2009. GPMS genomfördes i anslutning till Kvalitetsmässan i Göteborg och syftet med GPMS är att skapa kontakter mellan forskare men också att vara en möjlig mötesplats för forskare och praktiker. Tanken är att GPMS ska vara ett forum för presentationer av slutförd eller pågående samhällsvetenskaplig forskning kring offentlig sektor. Förutom ett generellt tema kring styrning ... meroch ledning inom offentlig sektor var branding, eller varumärkesrelaterat arbete, ett tema som togs upp särskilt vid GPMS2009. I proceedings ingår bidrag som tar upp administrativt och politiskt chef- och ledarskap inom offentlig sektor, varumärkesrelaterat arbete, professionsaspekter och samarbete inom och mellan organisationer. GPMS bygger på ett samarbete mellan representanter från Kvalitetsmässan i Göteborg, Högskolan i Borås, SCORE vid Handelshögskolan i Stockholm och Stockholms universitet samt GRI, Handelshögskolan vid Göteborgs universitet. GPMS2007 resulterade i en bok, Offentlig sektor och Komplexitet Om hantering av mål, strategier och professioner utgiven av Studentlitteratur 2009.
|
|
