“It’s Not Just About the Activity, It’s Also About How the Activity is Facilitated”: Investigating Students’ Experiences in Two Competitive Situations in Physical Education

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Understanding disruptive situations in physical education: Teaching style and didactic implications

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Effects of external cephalic Version for breech presentation at or near term in high-resource settings: A systematic review of randomized and non-randomized studies

Introduction: External cephalic version (ECV) for breech presentation involves manual manipulation of the fetus from breech to cephalic presentation at or near term, in an attempt to avoid breech birth. This systematic review summarizes the literature on the effects of ECV at or near term on pregnancy outcomes in high-resource settings. Methods: The MEDLINE, Embase, CINAHL, Cochrane Library, MIDIRS, and SweMED+ databases were searched for relevant articles published through April 2019, with no limitation on publication date. Clinical trials comparing the effects of ECV at ≥36 weeks, with or without tocolysis, with that of no ECV, conducted in northern, western, and central Europe, the USA, Canada, Australia, and New Zealand were eligible for inclusion. Results: Nine articles reporting on 184704 breech pregnancies were included. Pooled data showed that ECV attempts reduced the failure to achieve vaginal cephalic birth (risk ratio, RR=0.56; 95% CI: 0.45–0.71), caesarean section performance (RR=0.57; 95% CI: 0.50–0.64), and non-cephalic presentation at birth (RR=0.45; 95% CI: 0.29–0.68) compared with no ECV. ECV attempts also increased the incidence of Apgar score <7 at 5 minutes (RR=1.29; 95% CI: 1.10–1.52). Conclusions: Women for whom ECV is attempted at or near term are at reduced risk of caesarean section, non-cephalic presentation at term, and failure to achieve vaginal cephalic birth. Compared with no ECV, attempted ECV was also associated with a slightly increased risk of a low Apgar score at 5 minutes. The evidence is limited by the scarcity of high-quality research and the presence of risks of bias.publishedVersio

A Practical Approach to T-Cell Receptor Cloning and Expression

Although cloning and expression of T-cell Receptors (TcRs) has been performed for almost two decades, these procedures are still challenging. For example, the use of T-cell clones that have undergone limited expansion as starting material to limit the loss of interesting TcRs, must be weighed against the introduction of mutations by excess PCR cycles. The recent interest in using specific TcRs for cancer immunotherapy has, however, increased the demand for practical and robust methods to rapidly clone and express TcRs. Two main technologies for TcR cloning have emerged; the use of a set of primers specifically annealing to all known TcR variable domains, and 5′-RACE amplification. We here present an improved 5′-RACE protocol that represents a fast and reliable way to identify a TcR from 105 cells only, making TcR cloning feasible without a priori knowledge of the variable domain sequence. We further present a detailed procedure for the subcloning of TcRα and β chains into an expression system. We show that a recombination-based cloning protocol facilitates simple and rapid transfer of the TcR transgene into different expression systems. The presented comprehensive method can be performed in any laboratory with standard equipment and with a limited amount of starting material. We finally exemplify the straightforwardness and reliability of our procedure by cloning and expressing several MART-1-specific TcRs and demonstrating their functionality

Spatiotemporal succession of phosphorous accumulating biofilms during the first year of establishment

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Implementering av pasientbrev for nedtrapping og seponering av benzodiazepiner og benzodiazepinliknende preparater : ved Gågata legesenter

Benzodiazepiner og benzodiazepinliknende preparater (BoBLP) er de mest brukte legemidlene mot angst og søvnforstyrrelser, og medfører et betydelig misbrukspotensial samt risiko for toleranseutvikling. Avhengighet kan oppstå etter 2-4 ukers bruk innenfor terapeutiske doser. Seponering etter jevnlig bruk kan til tider gi alvorlige abstinenssymptomer. På tross av at nasjonale og internasjonale retningslinjer anbefaler korttidsbruk av BoBLP, er langtidsbruk fortsatt et utbredt fenomen. Vi ønsker i denne oppgaven å kartlegge effektive tiltak for å redusere langtidsbruk av BoBLP, og på bakgrunn av dette skissere et forbedringsprosjekt for en allmennpraksis. I eksisterende litteratur ble hovedsakelig to intervensjoner identifisert; (1) minimal intervensjon; for eksempel å gi enkle råd i form av brev, og (2) systematisk nedtrapping; behandlingsprogrammer ledet av lege eller psykolog. Det er evidens for effekt av begge de identifiserte intervensjonene. Vi valgte minimal intervensjon med utsending av brev som hovedtiltak i vårt forbedringsprosjekt. Forbedringsarbeidet går ut på å skissere et opplegg for å implementere bruk av informasjons- og motivasjonsbrev for å initiere nedtrapping og seponering av BOBLP, samt oppfordre til timebestilling for evalueringssamtale. Tiltaket skal implementeres ved hjelp av informasjonsskriv og kollegabasert terapiveiledning for de involverte allmennlegene. Vi ser for oss en prøveperiode på 6 måneder før vi, basert på våre indikatorer, evaluerer tiltaket. Vi konkluderer med at det er behov for et slikt tiltak, og at de foreslåtte intervensjonene er rimelige, lite arbeidskrevende og effektive

PENERAPAN ALAT PERAGA MODEL SEL DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA POKOK BAHASAN SEL DI SMAN 1 SURANENGGALA KABUPATEN CIREBON

DIAN MARYANI: Penerapan Alat Peraga Model Sel Dalam Meningkatkan Hasil Belajar Siswa Pada Pokok Bahasan Sel Kelas XI Di SMAN 1 Suranenggala Kab. Cirebon Penelitian ini dilatar belakangi oleh hasil belajar siswa yang belum tercapai, karena belum adanya sarana dan prasarana yang memadai sehingga pembelajaran masih menggunakan metode ceramah. Oleh karena itu perlu adanya kreativitas seorang guru untuk menciptakan dan membuat serta menerapkan suatu alat peraga dalam proses pembelajaran untuk meningkatkan daya ingat siswa sehingga hasil belajar siswa meningkat. Proses belajar mengajar merupakan proses komunikasi antar siswa dan guru. Untuk mempermudah suatu proses komunikasi dibutuhkan suatu media untuk menyampaikan konsep agar pembelajaran lebih mudah dipahami oleh siswa. Oleh karena itu dibutuhkan peran dan kreativitas guru dalam menyesuaikan media alat peraga dengan materi. Penggunaan media alat peraga membantu siswa untuk meningkatkan daya ingat karena dalam media alat peraga mampu merangsang panca indera yang meliputi indera pendengaran dan indera penglihatan yang mampu merangsang siswa dalam memahami dan mengingat materi pembelajaran sehingga mampu meningkatkan hasil belajar siswa. Tekhnik pengumpulan data dilakukan dengan menggunakan tes tertulis (pre tes dan post test) dan angket. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMAN 1 Suranenggala yang 234 siswa. Pengambilan sampel dalam penelitian ini dilakukan secara acak, sampel dalam penelitian ini diambil 1 kelas eksperimen yaitu kelas XI ipa 2 yang terdiri dari 40 siswa dan kelas kontrol pada kelas XI IPA 4 yang terdiri dari 40 siswa.data hasil penelitian kemudian dianalisis dengan menggunakan SPSS 16 for windows melalui uji normalitas, homogenitas, dan uji T. Berdasarkan hasil penelitian dapat disimpulkan bahwa: 1). penerapan alat peraga model sel pada pokok bahasan sel perlu dilaksanakan karena dapat meningkatkan daya ingat siswa sehingga mempengaruhi hasil belajar 2). adanya perbedaan peningkatan hasil belajar yang signifikan antara siswa yang menggunakan alat peraga dan yang tanpa alat peraga, Hal ini diketahui dari analisis data soal-soal pre test dan pos test yang diberikan kepada siswa kelas XI 2 (kelas eksperimen) di SMAN 1 Surannenggala, diperoleh data peningkatan rata-rata total skor pre test ke skor post test sebesar 39,78 atau lebih besar dari pada kelas kontrol yang mengalami kenaikan sebesar 3,75, Berdasarkan hasil uji mann whitney diperoleh nilai signifikan 0,000 dengan probabilitas < 0,05. Ho ditolak dan ha diterima. 3). Penerapan alat peraga model sel pada pembelajaran biologi sangat baik untuk diterapkan, hal ini bisa dilihat dari hasil respon siswa terhadap penggunaan media alat peraga ternyata hampir seluruh 77,5% siswa berpendapat bahwa pembelajaran dengan menggunakan alat peraga dapat meningkatkan hasil belajar siswa