Introduction Dental caries is the most common chronic infectious disease and is associated with plaque, bacteria, diet and saliva. Previous caries experience predicts 1/3 of future caries development. However, there is a lack of knowledge regarding the natural history of caries development at different surfaces and their relative ability to predict caries progression.   Aim The aim of this study was to describe the caries experience and progression of caries at different tooth surfaces during 5 years in patients undergoing orthodontic multibracket treatment. Methods In the previously conducted 452-study, children were examined at 12 and 17 years of age. There were 66 patients with multibrackets at the follow-up who we analyzed. Degrees of caries, fillings and missing tooth were registered in an excel file according to the dental statuses (baseline and follow up).  Excel and SPSS were used to compare the files and create figures.  Results The most affected pair of surfaces at 12 years of age are 36/46 buccally, then occlusally and at 17 years of age 36/46 occlusally and then approximally. The progression of caries and fillings during five years mostly affects 37/47 occlusally and then 17/27 occlusally. A progression also occurred at buccal surfaces 13-23. Conclusion  The results show that occlusal and approximal surfaces at molars experience caries most frequently and the progression is highest for the second molars. There was also a progression of caries noted on 13-23 which could be associated with the multibrackets. This information may be important in future risk assessment models.

Syftet med studien var att undersöka huruvida illustrativt material och uppgiftsformuleringar i läromedel i matematik kan bidra till att förebygga matematiksvårigheter i relation till begreppet bråk hos elever i årskurs 7. Studiens frågeställningar besvarades med hjälp av en läromedelsanalys. En deduktiv ansats grundad i Davydovs teori om generaliseringar samt i Bruners teori om representationer användes. Studiens resultat visar att illustrativt material och uppgiftsformuleringar i läromedel möjliggör utveckling av bråk som ett empiriskt begrepp, samt att progression i representationsformer och generaliseringsgrunder saknas. Vår slutsats är att läroboken i sig inte kan fungera som ett medel i arbetet med begreppsutveckling, utan lärarens roll och utformningen av undervisningen är det centrala för att uppnå en begreppsutvecklande undervisningspraktik. Vi ser till och med en risk för att läroboken kan fungera som ett hinder vid begreppsutveckling och att elevernas missuppfattningar kan befästas, vilket i sin tur kan orsaka matematiksvårigheter.

Kinesiofobi är ett vanligt förekommande fenomen inom fysioterapi. Under vår utbildning har vi fått lära oss om vad kinesiofobi är i teorin men inte i praktiken. Syftet med denna studie var därför att få en djupare förståelse av kinesiofobi och sammanställa hur fysioterapeuter kliniskt utvärderar och resonerar kring kinesiofobi. Den föreskrivna metoden var semistrukturerade intervjuer med kliniskt verksamma fysioterapeuter inom primärvården som hade erfarenhet av patienter med kinesiofobi. Resultatet av intervjuerna var att det var viktigt att ställa rutinfrågor om kinesiofobi, att träningen baserades på gradvis exponering, self-efficacy, kort- och långsiktiga målformulering och att skapa en miljö som främjar trygghet och utveckling för patienten. För att sammanfatta studiens resultat var det viktigt att ha en förståelse för teorierna bakom kinesiofobi men också förstå hur man på ett adekvat sätt tillämpar progression utan att det uppstår rädsla hos patienten. Detta uppnås genom att skapa ett individualiserat rehabiliteringsprogram baserat på den tillgängliga teoretiska kunskapen samt de undersökningsfynd som patienten uppvisar.

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Syftet med denna studie är att ta reda på vad textilslöjdslärare upplever som påverkansfaktorer för vilka hantverkstekniker de väljer att undervisa eleverna i under mellanstadiet samt vad de bedömer som önskvärda hantverkskunskaper hos eleverna inför högstadiet. Studien har genomförts med en kvalitativ metod, semistrukturerade intervjuer och i studiens planering och genomförande samt för att diskutera och analysera studiens kommande resultat så användes ett sociokulturellt perspektiv. Studien visar på att det finns gemensamma påverkansfaktorer, i första hand; elevernas förkunskaper, för vad textilslöjdslärare upplever, påverkar dem i undervisningsval, men studien visar även att textilslöjdslärare har förhållandevis varierande åsikter om vad som i första hand styr deras undervisningsval av hantverkstekniker. När det kommer till funderingen om vad som ses som önskvärda kunskaper inför högstadiet så finns det några likheter som broderi/stygna samt maskinsömnad, men även en spridning mellan hantverkstekniker och de olika kunskapsnivåerna påvisas där.

Computational thinking is a contemporary mathematical and engineering concept that has been introduced to US science classrooms due to its emphasis within the Next Generation Science Standards (NGSS Lead States, 2013), yet it stands with no clear definition nor explicit methods for inclusion. Because biological evolution, an essential theory within biology, spans across temporal and organizational scales (Aho, 2012), computational thinking may facilitate evolution learning (Wilensky & Reisman, 2006), specifically by overcoming misconceptions, reinforcing the nature of science (NOS), and allowing student embodiment (as students become emerged in their models, i.e., personification; Weinthrop et. al. 2016). The complex nature of both teaching computational thinking and biological evolution lends toward the need for a learning progression that identifies the instructional context, computational product and computational process and spans from simple to complex (as modified from Berland & McNeill, 2010). I developed and present an appropriate learning progression that outlines biological evolution learning coupled with computational thinking. The defined components of computational thinking (input, integration, output and feedback) are coupled with biology student roles. Two major themes of biological evolution, unity and diversity have each been paired with both computational thinking and specific corresponding NGSS standards at levels of increasing complexity. To investigate the effectiveness of the learning progression, I developed and conducted a quasi-experimental research design study. I designed two learning experiences (interventions) which merged computation and biological evolution content based on AP biology laboratory lessons (College Board, 2009). I also developed two instruments for use in the study, one to assess computational knowledge and the other to assess biological evolution knowledge across scales. I measured knowledge gains in both biological evolution and computational thinking quantitatively and explored participant use of biological levels of organization and computational complexity through qualitative analysis of participant artifacts. The quantitative and qualitative results of the study support the argument to include computational thinking into biological evolution knowledge instruction. Knowledge gains differed between the two interventions indicating that one intervention was significantly more successful in learning both biological evolution and computational thinking. Students who made biological level connections across scales (spanning from the micro to the macro levels) also had significantly greater gains in biological knowledge. Considering the results collectively, computational thinking deserves a much greater emphasis within biology classrooms. There are virtually no previous studies which relate computation and evolution across scales and the present study paved the way for questions of importance, support, benefits and overall student achievement in relation to the advancement of science in education. / Teaching & Learning

Zoltán Kodály’s String Quartet No. 1 in C Minor is one of his earliest compositions. Kodály composed this as a tonal work, emulating the style used by nineteenth century composers. Kodály creates highly polyphonic textures and a complex harmonic language within the C minor tonality. Although this piece is considered tonal, Kodály deviates from the prototypical norms of tonal composition. As in most tonal music, harmonic progressions tend to support the overall tonal syntax. This includes chords, chord progressions, and key areas. The goal of this thesis is to categorize harmonic progressions in the first movement of Kodály’s String Quartet. In order for harmonic progressions to take place at the level of the chord, harmonic function must be present. I will break down the function of each chord by using Daniel Harrison’s scale degree theory from his book Harmonic Function in Chromatic Music. Some harmonic progressions follow a prototypical model that was utilized in common practice music. There are also chords in harmonic progressions that have an altered function—yet are still considered harmonic—which I will call “quasi-harmonic.” Lastly, some progressions are purely linear, and therefore the function is discerned on the macro level.