Pyometra in a Bitch

On April 4, 1940, a Boston Terrier bitch, two years of age was presented at the Iowa State Clinic with a history of having had a vaginal discharge since her last estrus period in December. This discharge was quite copious and of a muco-purulent type. On the day of entrance her temperature was 102.2°, respiration 58, and pulse 140. After an examination with a vaginal speculum a diagnosis of pyometra was made. A hysterectomy was indicated

Developing virtual heritage application with 3D collaborative virtual environments and mobile devices in a multi-cultural team: experiences and challenges

Until recently museums have been the sole repositories of an objective factual history. However, with the advent of online interactive media, there has been a shift to alternate forms of cultural exposition. This paper presents a project where 3D CVE is augmented with mobile devices in order to support a collaborative educational exploration of a famous historical site in Norway, where Battle of Stiklestad took place in 1030. This system can be used by both local and distant learning communities, working together towards a common goal. The paper presents a background for the project and describes the preliminary design. Finally, the paper discusses the challenges associated with developing educational augmented virtual heritage applications in a multicultural context

A new precedent in international health cooperation from African public health leaders

Peer Reviewe

Statistiske modellar for alder-periode-kohort-effektar i epidemiologi

Denne oppgåva ser på teorien for alder-periode-kohort-modellar og korleis desse kan implementerast i statistikkprogrammet R. Det er òg sett på korleis splinefunksjonar kan brukast i alder-periode-kohort-modellar og korleis desse modellane er brukte i praksis i kreftepidemiologi.publishedVersionMaster i StatistikkMAMN-STATSTAT39

Atomer for krig

Institutt for Atomenergi, seinare omdøypt til Institutt for Energiteknikk, vart etablert i desember 1947, som eit institutt under NTNF. Etableringa følgde knapt eit halvt år etter at eit samrøystes Storting hadde løyvd 5 millionar kroner til å byggja ein eksperimentell atomreaktor. Reaktoren, som vart bygd på Kjeller, "gjekk kritisk" hausten 1951. Denne studien analyserer årsakene til at Norge gjekk i gang med atomenergiforskning på eit tidspunkt då berre stormakter som USA, Storbritannia og Sovjetunionen hadde bygd reaktorer. Studien ser på kva føresetnader Norge hadde m.o.t ekspertise og ressursar elles som gjorde det mogeleg å gjennomføra eit reaktorprosjekt. Studien drøftar vidare kva initiavtakarane og dei politiske styresmaktene ville oppnå med prosjektet. For det tredje gjer studien greie for den konflikten i det norske fysikarmiljøet som førte til at reaktorprosjektet vart overført frå FFI til eit eige atomforskningsinstitutt

PRECEPT: an evidence assessment framework for infectious disease epidemiology, prevention and control

Decisions in public health should be based on the best available evidence, reviewed and appraised using a rigorous and transparent methodology. The Project on a Framework for Rating Evidence in Public Health (PRECEPT) defined a methodology for evaluating and grading evidence in infectious disease epidemiology, prevention and control that takes different domains and question types into consideration. The methodology rates evidence in four domains: disease burden, risk factors, diagnostics and intervention. The framework guiding it has four steps going from overarching questions to an evidence statement. In step 1, approaches for identifying relevant key areas and developing specific questions to guide systematic evidence searches are described. In step 2, methodological guidance for conducting systematic reviews is provided; 15 study quality appraisal tools are proposed and an algorithm is given for matching a given study design with a tool. In step 3, a standardised evidence-grading scheme using the Grading of Recommendations Assessment, Development and Evaluation Working Group (GRADE) methodology is provided, whereby findings are documented in evidence profiles. Step 4 consists of preparing a narrative evidence summary. Users of this framework should be able to evaluate and grade scientific evidence from the four domains in a transparent and reproducible way.Funding Agencies|European Centre for Disease Prevention and Control (ECDC) [2012/040, 2014/008]</p

CRIMAC - Annual Report 2020

publishedVersio

Barnehagelærerens danningsforståelse i møte med barns medvirkning : en kvalitativ studie av barnehagelærerens danningsforståelse

Masteroppgave i pedagogikk – Universitetet i Agder 2014Danning og medvirkning er sentrale begreper i barnehagen som er lovfestet i de politiske dokumentene. Det er begreper som sees på som gjensidige prosesser i barnehagen. Danning slik det er definert og redegjort for i barnehagens politiske dokumenter i Norge i dag er mange og til dels gode, allikevel kommer det frem forvirring rundt hva danning er, og kan være. I studien har jeg gjort rede for hvordan man kan tolke danningens innhold ved å bruke danningsdidaktikeren Wolfgang Klafkis teori om kategorial danning. Medvirkning kommer til syne i hans tanke om at all danning må sees i sammenheng med hans autonomitanke. Der barnet skal utvikle og ta ansvar for selvbestemmelse, medbestemmelse og solidaritet. Det er i denne sammenheng jeg har gjort rede for hvordan medvirkning og danning kan sees på som gjensidige prosesser. Formålet med studien er å belyse og undersøke hva slags danningsforståelse kan vi finne hos barnehagelæreren i Norge dag. Jeg har på bakgrunn av dette intervjuet et utvalg med barnehagelærere i en kommune i Sør-Norge. Empirien er basert på barnehagelærerens tanker og forståelse av barns medvirkning, som er blitt tolket, analysert og drøftet på bakgrunn av det danningsdidaktiske perspektivet. Det kommer frem i studien at barnehagelærerens danningsforståelse i Norge i dag kan tyde på at den både er formal/funksjonell og kategorial, der den kategoriale danningsforståelsen kommer sterkest til syne. Den kategoriale danningsforståelsen kan komme til utrykk, som et svar på den endrede barnehagediskursen med økt fokus på læring og danning i barnehagen. En slik todelt danningsforståelse viser seg gjennom barnehagelærerens tanker om barns medvirkning

From “getting things right” to “getting things right now”: Developing COVID-19 guidance under time pressure and knowledge uncertainty

Background - At the start of the COVID-19 pandemic, guidance was needed more than ever to direct frontline healthcare and national containment strategies. Rigorous guidance based on robust research was compromised by the emergence of the pandemic and the urgency of need for guidance. Rather than aiming to “get guidance right”, guidance developers needed to “get guidance right now”. Aim - To examine how guidance developers have responded to the need for credible guidance at the start of the COVID-19 pandemic. Methods - An exploratory mixed-methods study was conducted among guidance developers. A web-based survey and follow-up interviews were used to examine the most pertinent challenges in developing COVID-19 guidance, strategies used to address these, and perspectives on the implications of the COVID-19 pandemic on future guidance development. Results - The survey was completed by 46 guidance developers. Survey findings showed that conventional methods of guidance development were largely unsuited for COVID-19 guidance, with 80% (n = 37) of respondents resorting to other methods. From the survey and five follow-up interviews, two themes were identified to bolster the credibility of guidance in a setting of extreme uncertainty: (1) strengthening end-user involvement and (2) conjoining evidence review and recommendation formulation. 70% (n = 32) of survey respondents foresaw possible changes in future guidance production, most notably shortening development time, by reconsidering how to balance between rigour and speed for different types of questions. Conclusion - “Getting guidance right” and “getting guidance right now” are not opposites, rather uncertainties are always part of guidance development and require guidance developers to balance scientific robustness with usability, acceptability, adequacy and contingency. This crisis points to the need to acknowledge uncertainties of scientific evidence more explicitly and points to mechanisms to live with such uncertainty, thus extending guidance development methods and processes more widely